The major findings of this study were as follows: (1) beginning teachers relied on experienced teachers to define for them appropriate standards for student achievement; (2) experienced teachers, in general, were hesitant about offering assistance to beginners for fear of appearing interfering; (3) beginning teachers asked for assistance only when they were sure their competence would not be questioned; (4) beginning teachers determined a great deal about what was happening in the classrooms of other teachers by simply watching and listening; and (5) wherever close relationships did develop between beginning and experienced teachers, they were always between teachers of the same grade, whose classrooms were located across from or beside each other, and whose teaching ideologies were compatible. (Author)