This paper describes several continuing and emerging issues identified in a 4-year study of a teacher induction program in New Brunswick, Canada. The program was designed to link beginning teachers with exemplary experienced teachers so that the transition from student to teacher would be a more positive experience than is often the case. Data come from questionnaires sent each year to beginning teachers, mentors, principals/schools, and coordinators. The paper focuses on three key recurrent issues: Who qualifies as a beginning teacher? What are the key criteria for selecting and matching experienced mentor teachers with their novice partners? and What are reasonable professional expectations for the partners? In looking at emerging issues, the paper focuses on the best way to meet the unique needs of specialist and itinerant teachers who participate in induction programs. (Contains 11 references.) (SM)