This study analyzed the relationship between district characteristics and the likelihood that first-year teachers would be offered specific staff-development programs or would be consulted about their staff-development needs. The population comprised 434 first-year secondary and 1200 elementary teachers from Illinois. Eight hundred thirty-four teachers responded for a 51.1% return rate. Twenty-one percent of the first-year teachers were involved in first-year staff development while 37% were consulted about their staff-development needs. Wealthier, larger districts, that had less experienced staffs from independent cities and suburbs were more likely to offer induction programs for first-year teachers, p < .05. Further, unit or elementary districts that paid higher teacher salaries and had less experienced staff were more likely to consult with their first-year teachers about their staff development needs, p < .05. The lack of participation by districts in the staff development of their first-year teachers as well as the district characteristics related to the likelihood of offering such programs are discussed. (Author)