Volume XIV of the Teacher Education Yearbook addresses research on teacher induction. It is designed to provide teachers and teacher educators with current research on and practical guidelines for introducing new teachers to educating. Each year, research reports on a particular topic (in this case, teacher induction) are submitted for publication in the Yearbook. All reports are blind reviewed, and two to four are accepted per division. Within divisions, the authors address a variety of issues, illustrating the complex nature of the topic. A responder, a recognized scholar in the field, synthesizes, interprets, and applies results drawn from the selected research papers in each division. By providing interpretations and possible application of research, as well as the research studies, this Yearbook offers recommendations, raises questions, and generates rich conversations about the issues of induction and mentoring.