Based on previous research on the influence of community context on the needs and concerns of first year teachers and on the implementation of induction program components, this study sought to determine the effects of the community context on the lives of beginning teachers as related to their teaching experience in the classroom. Data were analyzed from studies of 53 beginning teachers located in six sites with a wide range of contextual characteristics. (Community variables included urban versus rural, socioeconomic status ranges of students, and per pupil expenditures.) The sites were in Illinois, Kentucky, North Carolina, Oregon, Texas, and West Virginia. Three subjects from each site (N=18) supplied additional information via interviews conducted at the beginning of the school year and after the winter break. The interview questions focused on what characteristic of the school or community made teaching particularly easy or difficult and in what ways teaching and students had been similar to or different from individual expectations. Findings offer profiles of the communities where the beginning teachers work, an understanding of the teachers, and evidence of the impact of community context on the teachers' classroom lives. Background information on the 53 teachers is presented in tables and references are included. (JD)