One in ten teachers who begin a public education career will not finish one academic year before leaving the profession. As many as five out of ten educators do not stay in a school district long enough to reach tenure. Millennial educators, who reflect the Gen Z and Alpha student population in diversity and technology capabilities, are the largest group of new educators. However, the Millennial educators' collective experiences and occupational expectations may contribute to the growing deficit of qualified teachers across the U.S. Research has indicated job dissatisfaction as the number one cause for teacher attrition, and job dissatisfaction is directly related to job self-efficacy. A longitudinal case study was performed at Egg Harbor Township School District, NJ, USA to measure educator self-efficacy from the beginning of employment through orientation and the first 60 days of onboarding. The orientation and onboarding were redesigned with andragogy and instructional design principles, blended learning strategies, and other solutions identified in the literature. The COVID-19 global pandemic directly influenced the cohort's experiences. The data revealed minor changes in teacher self-efficacy at the end of the onboarding process. [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.]