By the time they complete their preservice education, prospective teachers have acquired a "latent culture" of knowledge, skills, attitudes, and values in anticipation of their professional performance. An Australian research team, with this factor in mind, devised a survey questionnaire to examine the process of induction of beginning teachers. The questionnaire included items to identify the assistance and information made available to new teachers during their transition period, the extent to which expectations are met, and their personal reactions. The support and help of experienced teachers on the staff was found to be of crucial importance, but it was also found that beginning teachers should be given the opportunity to share their store of new knowledge and insights gleaned from their preservice education. It is suggested that more school-based induction activities should be provided. Innovation in and evaluation of induction should be accorded a high priority. Those responsible for induction in schools should be exposed to inservice education programs which will develop their skills as counselors and resource personnel. (JD)