The first section of this monograph contains a report on a research study that investigated the induction of beginning teachers in Queensland, Australia. The first phase of the study collected the opinions of educational associations and organizations with respect to the responsibility of the profession for the induction of beginning teachers. In the second phase, beginning primary teachers' perceptions were sought on their preservice preparation and their induction into the teaching profession. Finally, desirable qualities of beginning primary teachers as perceived by experienced educators were identified. In the second section of this report, the proceedings of a conference organized to consider the implications of the study findings are reported. At the conference, viewpoints of college personnel, school inspectors, principals, experienced teachers, and beginning teachers were presented on the findings of the study. Opinions based on personal experiences were also expressed. Recommendations arising out of the induction conference were that: (1) The major responsibility for planning and implementing induction for beginning teachers should be at the school level; and (2) The programs should be carefully conceived as a support system, and related as closely as possible to the training obtained in preservice education. Conclusions on policy, preservice preparation, initial placement, school climate, and future research are outlined. (JD)