A study investigated the nature, dynamics, and scope of the induction process for beginning vocational teachers. Ten purposefully selected groups of beginning vocational teachers from eight different states participated in nominal group technique sessions. Two groups were selected for intensive follow-up for case study. A mail survey of a stratified sample (n=625) of all first-year vocational teachers in the United States was conducted near the end of the 1989-90 school year; 352 usable responses were received. Findings from the qualitative research indicated that teacher education certified (TEC) teachers primarily noted problems related to students. Nonteacher education certified (NTEC) teachers tended to focus more on the facilities and materials. Case study analyses confirmed differences in the nature of problems faced by TEC and NTEC teachers. The positive experiences identified were focused predominantly on students; case study analyses confirmed the results. Findings from the national survey showed that (1) only 25 percent of respondents were involved in assistance programs but over half had a mentor or buddy teacher assigned; (2) two items with the highest perceived impact rating dealt with curriculum and availability of curriculum guides; and (3) assistance items rated as "major" impact were among the most frequently reported. Recommendations included assignment of a mentor or buddy, provision of curriculum guides, extra assistance for teachers taken from industry, and thorough orientation. (18 references) (YLB)