Induction and professional development are frequently provided to newly appointed staff in various sectors, including the health and education sectors. In Ireland, the mandatory induction process is clearly articulated in the induction programme booklet which is provided to all newly appointed inspectors upon entry into the Inspectorate. This booklet is not available to the wider public but is confined to relevant employees in the Inspectorate within the Department of Education (DE). The Irish induction programme for new inspectors and modes of delivery have evolved over many years. In the past, depending on when the inspector joined, the length of induction varied, and for some, it comprised one day of face-to-face training followed by a short period of work shadowing in schools. In recent years, the induction programme has been extended to a period of five months, culminating in the conduct of a supervised inspection. The focus of this dissertation was to examine the extent to which the content, modes of delivery and the learning environment in induction programmes for newly appointed post-primary inspectors in Ireland align with established research on effective professional development. It also examined if the professional development offered adequately supports post-primary inspectors' initial professional development needs through, for instance the mentoring programme provided to them. Using both qualitative and quantitative methods, surveys were administered to 30 participants of which 15 participants were interviewed. The data indicates that overall, participants were positive about their induction experience. For instance, they stated that the content delivered was appropriate and that the range of work shadowing experiences added value to their induction process. However, some areas could be improved, such as the mentoring process and scope to pay greater attention to the development of particular inspection skills, such as note-taking and delivering feedback in larger group settings. It is expected that this research will contribute to new knowledge regarding professional learning not only to the Inspectorate in Ireland and potentially further afield but to other organisations who provide similar programmes.