In any organization, induction is a key factor for workers in different occupational fields and professions. Induction programs assist newly appointed workers to adapt rapidly in the new working environment. Published and unpublished literature suggests that newly appointed head teachers face challenges ranging from management of personnel, students and school resources as some of them are appointed to the position without undertaking induction training. The purpose of this study was to assess the induction needs of newly appointed head teachers in Rarieda sub-county. Specific objectives of the study included: to identify the induction needs of the newly appointed head teachers; to identify the existing policies on induction of newly appointed head teachers; to determine the strategies of induction programs geared towards the fulfillment of the induction needs of newly appointed head teachers; to explore the role of mentors in fulfilling induction needs of the newly appointed head teachers in the sub-county. The study adopted descriptive survey design to identify induction needs of newly appointed head teachers. The study population consisted of 32 head teachers, 32 deputy head teachers, 160 heads of departments and the Quality Assurance and Standard Officer. The sample size was 15 head teachers, 15 deputy head teachers and 75 HODs. The study adopted saturated sampling technique to sample head teachers and deputy head teachers and stratified sampling to identify HODs. The sub-county QASO in charge of administration was also sampled. Data collection instruments were questionnaire, interview schedule and document analysis guide. Face validity of the instruments was determined and ascertained by two experts in the Faculty of Education while 10% of the respondents, who were not part of the sample, were used for a pilot study to determine reliability of data collection instruments. Quantitative data was analyzed using descriptive statistics. Qualitative data was transcribed and reported according to emergent themes. The study established that the induction needs of the newly appointed head teachers in the secondary schools in Rarieda sub-county were: management of and optimal utilization of the scarce schools' resources, relationship with the surrounding community, general education policy requirements, strategic planning, dealing with the BOGs, learning of the school culture and history. The study recommends that appropriate policies and mentors be set up to guide the induction process. The study suggests that future researchers should do the same study in other places not covered and tracer study be done on TSC teachers in relation to induction needs.