Induction programs are foundational to the development of a novice educator's initial career journey. The induction process can be a time of elevation or unease for novice educators, often affecting their decision to remain in the profession or leave. This qualitative phenomenological study was designed to explore the phenomenon of novice educator's induction program experiences in relation to their level of support. The problem to be addressed in this proposed study is novice educator turnover resulting from a lack of induction support. The purpose of this phenomenological qualitative study is to contribute to knowledge about the problems and challenges of novice educators and the ways in which induction programs can be adjusted to better prepare and support novice educators for the realities they will encounter as they transition through the early years of teaching. This qualitative phenomenological study involved individual, semistructured interviews of novice educators with 1 to 3 years of teaching experience in an elementary setting. Semistructured interviews were the main data collection instrument. The semistructured process allowed in-depth answers to the questions about participants' experiences and perceptions while providing a deeper understanding of issues and challenges. The interpretation of the findings was organized into seven themes that derived from two research questions. The research revealed that novice educators had shared experiences related to areas where they lacked support for their development as novice educators. Furthermore, the research showed novice educators regard components of induction programs as essential to their success. Future researchers may explore novice educator supports on the state level as well as how to effectively provide differentiated resources and specific supports that may help retain novice educators. Subsequent designs may allow for an increased number of participants and measure components of support in relation to various levels of induction. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]