In recent years there bas been an increase in the number of programs offering support, guidance, and orientation for beginning teachers during the transition into their first teaching job. This study examines whether such programs - collectively known as induction - have a positive effect on the retention of beginning teachers. The data used in the analysis are from the nationally representative 1999-2000 Schools and Staffing Survey. The results indicate that beginning teachers who were provided with mentors from the same subject field and who participated in collective induction activities, such as planning and collaboration with other teachers, were less likely to move to others schools and less likely to leave the teaching occupation after their first year of teaching.