The purpose of this qualitative study was to explore the perspectives of six first-year teachers related to the practices they experienced through the systemwide induction program within one Georgia school system, Beckett County School District (pseudonym). The researcher sought to investigate the types of coaching tools (i.e., observations, activities, conversations, etc.) mentorship experiences, personnel resources, and other learning opportunities extended to first-year teachers in their professional development through the systemwide induction program. This qualitative research selected a case study as the methodology, situated in a medium-sized K-12 public school system within a metropolitan city close to Atlanta inside the state of Georgia. The research relied on several data collection methods, including interviews, official records, and field notes. Six teachers were recruited to participate in semi-structured interviews. The data were analyzed using thematic analysis and the constant comparative method. The findings from the teachers’ interviews were summarized in four major themes: (1) Presence from the Division of Human Resources recognized first-year teachers; (2) Departmental leadership shape workplace conditions; (3) The special relationship offset power dynamics between system mentors and first-year teachers; (4) System mentors contribute independent, versatile guidance. The findings from this study contribute to the literature when examining how professional learning in a formalized system program influences teacher attrition from the perspectives of first-year teachers, who spent an entire year with instructional supervisors functioning doubly as induction coaches and system mentors from the Division of Human Resources at the central office. This study can assist policymakers in informing system-wide coaching and mentorship efforts to support and retain new teachers.