Induction training is a support process for beginning teachers to teach them basic knowledge, skills, and values related with teaching and make them socialize with their profession. This study was conducted to explore effect of induction training program on Elementary School Educators' (ESEs) teaching effectiveness. Ex-post facto research design was used for this quantitative study. Population comprised ESEs who received induction training from a public sector training academy at Provincial Headquarter Punjab-Pakistan and sample comprised of 331 ESEs. A self developed questionnaire was used for data collection. Results of the study revealed that there was a strong positive relationship between induction training program (ITP) and ESEs' teaching effectiveness. It is also out in the open that training areas, rationale (in form of ITP components) and evaluation (in form of objectives of ITP) had an effect on ESEs' teaching effectiveness. Only methodologies had no effect on ESEs' teaching effectiveness. Although ESEs' had good opinions about induction training program and their teaching effectiveness but there is a need to give importance to some training areas (communication with child's parents and multi-grade teaching), values (apprenticeship, mentorship, and stewardship) and knowledge of multicultural literacy, global and environment awareness to make them more effective.