This study was conducted to compare a 1990 sample of beginning teachers with a 1985 sample of beginning teachers who had graduated from the same university. The study was designed to test the hypothesis that the 1990 sample, which had experienced greater emphasis on field experiences and structured beginning teacher induction programs, would report less job entry reality shock than the 1985 sample. Near the completion of their first year of teaching, the 1990 sample (N=60) and the 1985 sample (N=90) of elementary and secondary teachers rated 24 teaching work conditions on two Likert scales in two ways: (1) by recalling prior-to-job expectations; and (2) in terms of actual on-the-job work experiences. The 1990 sample reported the new teachers experiencing job reality shock for 3 of 24 teaching work conditions, whereas the 1985 sample had reported these teachers experiencing job entry reality shock for 18 of the 24 teaching work conditions. The findings indicate that an increase in field experiences along with new teacher induction programs may result in a decrease of beginning teacher job entry reality shock. However, design limitations of the study suggest that results be accepted with considerable caution. Four tables are appended. (LL)