This dissertation was based on a research study that sought to understand the experiences and needs of beginning early childhood educators in British Columbia. Utilizing a mixed methods approach, the research involved 114 beginning educators who took part in an online questionnaire, eleven of whom also participated in semi-structured interviews with the researcher. The quantitative data were analyzed using SPSS software, while the qualitative data were analyzed using a process of coding. The key findings were: the work is both overwhelming and deeply satisfying; the induction support beginning early childhood educators receive in British Columbia is haphazard; and beginning early childhood educators in British Columbia would like induction support in the form of mentoring or peer support, observations, feedback, and professional development. A model of best practice for induction support is presented, with recommendations for all stakeholders in the early childhood education field.