The Model Teacher Induction Project (MTIP) is a research model program for the induction of beginning teachers. The program is being field tested along with a satellite project aimed at building and studying similar staff development programs. This paper reports on what has been learned from the MTIP and its satellite effort. A review of research studies on beginning teacher induction and problems of beginning teachers cites two major areas of concern for new teachers: classroom management and organization of content and instruction. Another key area of concern is the establishment of professional relationships as beginning teachers move into the school setting. A description is given of the research questions addressed by the MTIP and the instruments used to identify and clarify the reactions and opinions of participants in the project. Some implications for staff development procedures are: (1) programs should not be structured around the assumption that the first year is always traumatic; (2) pairing a new teacher with an experienced teacher should be based on the fact that they teach the same subject at the same grade level; (3) address new teachers' concerns about classroom management immediately and monitor their concerns closely in order to determine when it is appropriate to introduce interventions; and (4) consider local needs, goals, and resources when designing the program. (JD)