Abstract Background Classroom teachers have the most influence on student learning (Goldrick, 2009). In order for new teachers to be effective, they require support through comprehensive induction programs during the first three years of teaching (Stanulis & Floden, 2009). Induction and enculturation will happen with or without a formal program, and states and school districts have the opportunity to be at the forefront, developing quality, comprehensive systems of support that will set the stage for a life-long career of effective teaching (Feiman-Nemser, 2001). Problem In examining the literature on a leadership pathway for novice teachers, there appears to be little information on the inclusion of teacher leadership components in induction programs. Few studies reporting on comprehensive, systematic teacher leadership pathways include specific leadership components for novice teachers in their first three years of teaching. Purpose The purpose of the study was to examine novice teachers’ awareness, beliefs, and perceptions regarding inclusion of, and participation in, a teacher leadership pathway. The goal of the research was to investigate: (1) development of teacher leadership, (2) attributes novices perceive they possess and (3) leadership roles and opportunities in which novice teachers are engaged and the subsequent benefits. Findings from the study were aimed to contribute to research that supports cultivating teacher leadership early and comprehensively. A quantitative research study was determined to be the most effective design for gathering comprehensive feedback from novice teachers in numerous Minnesota school districts. Findings [I]t is clear that most induction programs neglect to include a leadership pathway for novice teachers, often times preparing teachers for survival when schools are complex and in need of constant reform (Moir & Gless, 2001). Instead, these programs must also have as part of their vision a new image of the successful teacher whose leadership capacity is developed from the moment the teacher enters a classroom. Induction programs have the potential to become one of the most powerful forces for educational change and professional renewal in the history of public education. The opportunity is there, and the most effective programs will be those that clearly recognize this potential (Moir & Gless, 2001, p. 111). Key Search Words: Novice, Teacher, Induction, Minnesota, School, Leadership, Leaders, Development, Teaching, Training, Professional, Effectiveness