In the summer of 1986, representatives from Southern Oregon State College, the Northwest Regional Laboratory, and the Josephine County School District formed a consortium to design an induction program for beginning rural teachers. During its first year, the consortium presented special on-site graduate credit courses addressing problems new teachers encountered, served as group facilitators for the new teachers, designed a mentor handbook and program, and enabled visits to top-rated teachers. Areas emerging as major concerns on which to focus the second year of the program included understanding school policies and procedures, managing time effectively, finding instructional materials and resources, learning about the informal organization of the school, interacting successfully with parents, motivating students, and teaching a wide range of students. Problems endemic to interorganizational collaboration which limited the scope and quality of the consortium's efforts included initial suspicion of one another, unclear expectations, unequal effort, and the difficulty of making induction a priority. Advice for future activities, obtained from reviewing literature of collaborative efforts, included building credibility through visibility, discussing/resolving differences in goal orientation, modifying goals and activities to meet the needs of all participants, communicating frequently, and developing patience. (NEC)