This problem-based learning project sought to determine the current status of new-teacher induction programs in the Saint Louis Metropolitan Area. The team wanted to capture district leader perceptions on the presence of new-teacher induction elements in an effort to determine the current level of implementation of new-teacher induction programs as compared to best practices. To guide the research, the team developed two guiding questions: Do Saint Louis Metropolitan Area school districts utilize best practices through the use of research-based new-teacher induction program elements that extend beyond the Missouri state-mandated mentoring program? and Which elements of a research-based induction program as defined by the High Quality Teacher Induction Programs-A Standards-Based Guide for Schools are present in Saint Louis Metropolitan Area school districts? In order to gather evidence to answer the guiding questions, the team developed and administered a survey based on a tool previously developed by authors Collins, Deist, and Riethmeier titled: High Quality Teacher Induction Programs-A Standards-Based Guide for Schools (HQTIP). In this project, the team presents literature in support of the utilization of new-teacher induction programs. The findings provide data and insight to the guiding questions. Recommendations for how the research impacts teachers, administrators, schools districts, and the Missouri Department of Elementary of Secondary Education are presented. [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.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]