This study on induction practices analyzed data collected from collaborative research on more than 150 beginning teachers in Colorado, Kentucky, Michigan, New Mexico, North Carolina, Oregon, Texas, and West Virginia. This paper documents and describes the organization, structure and activities of eight induction programs; identifies and discusses similarities and differences of specific induction practices across sites; reports what beginning teachers perceive to be the effects of these practices on their teaching and professional development; identifies those areas related to teacher induction that beginning teachers nominate as needing additional attention; and examines and discusses the implications of these findings for future program development. Background information on the collaborative study and a list of the research questions used in the study are presented. Following an analysis of the study findings, the paper concludes with a section discussing the program development implications derived from the findings and proposing a new model for developing induction programs. Charts and references are included. (JD)