This preliminary study reviews the journals of two teachers working side-by-side, a supervising teacher/mentor and a student teacher. The student teacher, a certification student, had a business degree, had worked in the business world for three years, and wanted to become an elementary classroom teacher. The supervising teacher, an experienced master teacher, taught fourth grade in a team with two other teachers in a suburban, open space elementary school. In this study both teachers maintain journals regarding their individual perceptions of this common induction experience. A wealth of information is revealed in the journals of both teachers about the process of teacher induction. Preliminary analyses of the data indicate that several areas of concern are common to both persons: both express anxiety about the lack of time to do all that is required and the need for flexibility. Differences appear to occur in terms of on-the-job experience and its concomitant confidence factor. The question remains about how best to attack the information so as to make it useful for those responsible for the continuing induction of both preservice and inservice classroom teachers. (JD)