The New Teacher Induction Program (NTIP) offers orientation, mentoring and professional development to all new teachers and supports them in attaining two successful teacher appraisals. There is no doubt that the overwhelming majority of the 4000+ participants (new teachers, mentors and principals/vice-principals) feel that the NTIP is a necessary initiative and that it has made significant progress towards supporting new teacher professional growth. The findings signal that the contexts and needs of new teachers vary across the province due to geography, teaching assignments and prior experience. We can claim with confidence that new teachers report feeling better about themselves as teachers as a result of their participation in the NTIP and most perceive that it has positively impacted on their performance as teachers. Mentors believe that they are making a worthwhile contribution to the development of the new teachers’ professional growth while themselves benefiting from a renewed professional commitment. Principals believe that new teachers are more confident as educators and have settled more quickly into their professional roles. What is still not clear from the data is whether the NTIP results in New Teachers becoming better teachers, or do they just feel more comfortable in the role of teacher? (Wang, Odell & Schwille, 2008)