The purpose of the current qualitative study was to determine the professional needs of new teachers as identified by stakeholders using educational design research (EDR) methods and determine the content and structure needed to further develop the current mentoring program into a high-quality teacher induction program (TIP) with a mentoring component specific to the context at a secondary school in east Tennessee. Research questions (RQs) that guided the current study were as follows. RQ1: What do administrators perceive are the professional needs of new teachers in a suburban high school in east Tennessee? RQ2: What kind of professional support do new teachers perceive they need in their first year of practice in a suburban high school in east Tennessee? RQ3: How are the professional needs of new teachers supported in the new TIP? The current qualitative study gleaned data that subsequently used EDR methods to further develop a TIP specific to the context in which it was implemented and how the theoretical frameworks impacted the design of the TIP. Focus group data were gathered from district and school administration and school new teachers to inform the needs of a TIP. A TIP was developed using the data and using literature to inform choices. The research impacted the school to address how new teachers are supported. The EDR method used will inform the body of knowledge for other institutions to assimilate. Future research could address the effectiveness of the created plan. [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.]