This summary report on the Study of Induction Programs for Beginning Teachers offers insights on the findings of the study. Two kinds of programs were studied: preservice internship programs, and induction programs. A discussion is given on what the study revealed about the experiences of beginning teachers in the transition period from students to active classroom teachers. Characteristics and sequence of problems faced by beginning teachers are considered. A brief description is given of programs developed specificially for the transition period into teaching. Recommendations are made for more in-depth, more comprehensive developmental studies of the beginning teacher, and the social forces which shape the perceptions and attitudes of beginning teachers. (JD)