Lack of formal support during induction and feeling alone while dealing with the realities and difficulties of teaching mostly result in teacher attrition or loss of motivation. In search of a solution to this problem, the current study focused on novice English instructors’ experiences during the induction process and examined the effects of formal guidance and assistance. The study adopted a qualitative multiple-case study design, and the data were collected from four novice instructors, two mentors, and two administrators through three structured interviews adapted from Flores (2006). In order to analyze first-year teaching experiences of novice English instructors attending an intense induction program and those not receiving induction support, patterns and themes that emerged from the interviews were identified, examined, and interpreted in detail. The findings indicated that novice instructors faced many challenges, especially in classroom management, adapting to their new duties and responsibilities, and relationships with students and colleagues during their first year of teaching. Finally, it was noted that first-year career experiences of novices are positively affected by a collaborative and supportive working environment. It was also found that induction programs have crucial effects on novice instructors’ teaching practices, relationships with students and colleagues, perceptions about teaching, and their commitment to the profession.