This study was conducted to: (1) determine the concerns of beginning elementary teachers; (2) identify perceived successes of novice teachers; (3) learn the extent of orientation provided; (4) ascertain the kinds of professional support received from fellow teachers and administrators; (5) identify the kinds of professional assistance needed; and (6) relate findings from these objectives to such variables as year of teaching, age of respondent, classroom structure, kind of community, and work conditions. The instrument used to collect data was a questionnaire mailed to 115 elementary certification graduates of the classes of 1986-1989 of the University of Lowell's (Massachusetts) graduate program in teaching. Responses were returned by 68 (59 percent) of the graduates. Results of the study suggest that beginning elementary teachers give more weight to concerns of an instructional rather than administrative or organizational nature and that they focus on topics related to the teaching task as well as on issues pertaining to collegial relations. Record keeping and district administration received little attention from the group. The findings in this study imply that inclusion of research on beginning teachers may better prepare graduates for their initial teaching experience. (28 references) (LL)