Of the more than 100,000 new teachers who enter classrooms across the nation every fall, it is estimated that nearly half (50,000) will leave the classroom within the first five years of teaching (Ingersoll, 2003). The combination of principal support and induction programs has been identified as critical in reducing attrition and retaining beginning teachers (Angelle, 2002; Ganser, 2002; Ingersoll & Smith, 2004; Kapadia et al., 2007; Success for Beginning Teachers. The California New Teacher Project 1988-92 , 1992; Sweeny, 2007; Youngs, 2007). However, when looking at the juxtaposition of induction programs and principal support, evaluation studies of induction programs from the state of California and from the state of Illinois indicated that administrators were not adequately aware of or supportive of beginning teachers within the structure of an induction program (Kapadia et al., 2007; Thompson, 2004). District X, a moderately sized, K-12 suburban district located in central Illinois, mirrored the national issue of new teacher retention. At the end of the pilot year, District X found that the state and national trend of lack of principal involvement and support was reflected locally within their program (Common Data Elements (CDE) Guide: Use of ISBE funding for Beginning Teacher Induction Pilot Programs, June 1, 2008 - Sept 30, 2008, 2008). This qualitative study examined the role of the secondary principal in a beginning teacher induction program within a moderately sized suburban school district in central Illinois. The study attempted to identify the past experiences and/or training that contributed to principals' involvement in a beginning teacher induction program. Additionally, this study gathered data that illuminated the perceptions of secondary principals with regards to their role in supporting a beginning teacher induction program as well as what training and communication structures needed to be in place to enable the principal to be a supportive component of a district induction program. After interviewing five secondary principals twice, 3 district mentors, and conducting a focus group for beginning teachers participating in the induction program, the data was organized into five themes. The following recommendations were made based upon the findings: formalize communication structures, coordinate professional development between the school site and the induction program, clearly define the roles and responsibilities for all stakeholders in the induction program, and create and implement a mandatory principal training workshop. The collective voices of the stakeholders resulted in evidence of some promising practices as well as evidence of issues that hindered the development of a truly collaborative and communicative relationship between the mentors and the principals.