This study entitled The Teacher Induction Program (TIP) to the Teachers’ Goal Attainment, Metacognition and Well-Being. Specifically, the research examines several key areas: the level of TIP in terms of School Dimension, Teaching process, Learning process, and School and Community Linkages. Additionally, it evaluates the level of Teachers’ Goal Attainment and Well-being, and the significant relationship between Teacher Induction Program and Teachers’ Goal Attainment, Metacognition, and Well-being. The research design utilized the descriptive survey method of research with a self-made questionnaire as the main data-gathering instrument. The study involved a total of 201 newly hired teachers from 20 selected public high schools within the Schools Division of Office of Calamba City. The findings reveal that the Teacher Induction Program (TIP) is perceived to be a very great extent across various dimensions, including school dimension, teaching process, learning process, and school and community linkages, Additionally, teacher’s goal attainment, metacognition, and well-being were all rated to very great extent. Moreover, the study identifies significant positive relationships between the Teacher Induction Program and teachers’ goal attainment which includes vision, goals, motivations, actions, and self-regulations; metacognition under knowledge, experiences, and strategies, and well-being encompassing physical, mental, and social aspects. These findings underscore the pivotal role of TIP in supporting professional growth and holistic well-being among novice educators. Based on the preceding findings, the study concludes that the TIP exhibits a significant relationship to the teachers’ goal attainment, metacognition, and well-being, underscoring its crucial role in enhancing these areas. The hypotheses stated were all rejected this indicates that comprehensive induction programs can positively influence novice teachers' professional development and overall well-being. Based on these conclusions, the study recommends active participation of newly hired teachers in TIP, continued support from mentor teachers and school administrators, policy formulation considering these findings, and further research to explore the relationships in more depth and different contexts.