The study sought to identify challenges associated with the induction programme in the district. The researcher employed qualitative analysis procedures. To analyze the qualitative data, the researcher deciphered the meaning underlying all the data gathered. Participants expressed that there are not many experts who can conduct induction programme in the district. From the findings of the study, it is palpable that the induction programme could be made more beneficial to headteachers in the district in the following ways: the induction program should reflect the context of the district and the schools; it should be organized in small groups for headteachers with similar experiences, needs, values, and cultures; participants should bear some of the cost of the induction programme; organizers should seek external funding apart from the government; the facilitators should be experienced and experts in relevant topics related to effective school leadership and school improvement; it should not be compressed but well planned with flexibility; it should be conducted within a good time frame; However, it is recommended that the district education directorate seek further sources of funding aside from government sources since reliance on the central government for funding appears not to be working. The heads of basic schools should be encouraged to contribute to support their training programmes.