The potentialities of the beginning teacher can best be realized by a high level of interaction and collaboration with experienced teachers and understanding administrators. When new teachers start their work, the procedural aspects should be minimized and the pedagogical responsibilities emphasized, with immediate support being provided from the best experienced teacher. Peer teachers should be selected because they can help the beginning teacher be effective, and peer teachers should be well trained for the job. Administrative support for the peer teacher-new teacher relationship is important. Knowledge bases used in working with beginning teachers should include what has been learned in research about effective instruction, schools, and classroom management. It is also important that the peer teacher transmit information to the new teacher about what practices will "work" in any given situation. A set of proposals is suggested for action by educators, policymakers, and researchers. (JD)