The purpose of this study was to determine the effects of a pedagogical induction program (IP) on Graduate Teaching Assistants' (GTAs) teaching performance in a major university's general physical education program. GTAs are responsible for most undergraduate instruction with little or no knowledge of effective teaching practices. In general physical education programs, GTAs are likely to be the last resource for undergraduates to learn motor skills associated with life-long physical activity. The purpose of this study was to determine the effects of an IP on GTAs teaching performance in a major university's general physical education program. Participants included eight GTAs teaching tennis, volleyball, basketball, soccer, and flag football and the students enrolled in those classes. There were four GTAs in the control group and four in the treatment group. The treatment group participated in the IP that consisted of two three-hour effective teaching modules, including instruction on using tactical game play as a method of instruction, and bi-weekly mentoring sessions. As measures of teacher performance, the Qualitative Measure of Teaching Performance Scale (QMTPS) was used to establish teacher performance values, the Games Performance Assessment Instrument (GPAI) was used to establish student achievement values, and the Student Perception of Teaching (SPOT) instrument was used to determine student satisfaction with the GTAs teaching performance. Pre- and post-test data were collected on teacher performance (QMTPS) and student achievement (GPAI). Only post-test data were collected with the SPOT instrument. The results from one-way analysis of variance (ANOVA) revealed that there was no difference between the control and treatment groups at the beginning of the study. A 2 x 2 ANOVA (group by time) was used to compare pre- and post-tests of the QMTPS and GPAI instruments between groups. A one-way ANOVA was conducted to compare the groups' student evaluations as reported using SPOT across activities. The data indicated that the IP was successful in improving teacher performance scores with the treatment group improving on the QMTPS (p=0.07) and significantly improving on the GPAI (p≤.05). There were no differences between the groups on student evaluations. The results from the analysis of data suggest that the IP and mentoring sessions presented to the treatment group was successful in improving teacher performance. These results support having GTAs participate in an IP and regular mentoring sessions in order to improve the delivery of instruction in a general physical education program.Keyword(s): assessment, college level issues, research