This study explores principals' roles in a large, urban, standards-based induction program. Principals from eight high schools, four middle schools, and 42 elementary schools were surveyed. Five case study schools were investigated using interviews of principals, novice teachers, and focus groups for mentors and site induction coordinators. Findings show that principals have five leadership roles in induction: (a) culture builder, (b) instructional leader, (c) coordinator/facilitator of mentors, (d) novice teacher recruiter, and (e) novice teacher advocate/retainer. These urban principals demonstrate high levels of induction leadership and offer others, especially secondary principals, insights into quality administrative support of novice teachers.