This paper analyzes the need to support beginning teachers in schools in remote rural areas. An exploratory mixed-method design was used to gather data through affinity diagram technique and surveys. The results showed that the teachers need to upgrade and develop themselves personally, socially, and professionally. Many of the challenges facing the beginner teachers are beyond the reach of the pre-service classroom and preparation program in universities. Thus, the induction program designed from this study can be customized and applied to help the teachers. Beginning teachers should take it as a priority to attend seminars, train-ing sessions or workshops as they are in much need of more knowledge and skills.