The purpose of this study was to identify perceived challenges that mentor and mentee teachers face within the teacher induction program in the rural school district of Greenway County. The different perceptions of mentor and mentee teachers will provide rich insight regarding the challenges teachers face within these programs. The challenges presented by the mentor and mentee teachers will help to identify areas within the induction program that require additional assistance or possible reform. This study is intended to propose possible solutions suggested by the mentors to address the challenges identified. This qualitative research study utilized various methods of data collection to investigate the lived experience of mentor and mentee teachers in the induction program. Data was collected from mentors using an online questionnaire, a semi-structured interview, and reflective journals, while a focus group interview was utilized to collect data from mentees. The survey questionnaire helped to provide context to the lived experience as a mentor teacher in the induction program within Greenway County. Semi-structured interviews with the mentor teachers allowed for the emergence of possible solutions to best address identified challenges resulting in the overall effectiveness of the induction program. Audio reflection journals were collected after mentor-mentee meetings to gather a deeper understanding of mentor-mentee interaction, while also deepening the understanding of challenges that arose during the induction program. Finally, data was collected from mentee teachers through a focus group interview to gain their first-hand experience of the induction program and their mentor's role within the program. [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.]