The author's research on beginning science teachers stemmed from her interest in the teaching abilities of her newly graduated students. She was certain that the teachers who participated in her classes were adequately prepared to plan and enact sound science lessons. As she followed her new graduates through their first years of teaching, the author confronted her naive notions about preparing science teachers as well as her knowledge base about teacher development. These new science teachers, although well prepared, struggled to achieve the model of instruction they experienced in their preservice program. For instance, even though inquiry instruction was modeled frequently in the teacher education program, the teachers rarely used it in their classrooms. At first, she denied her responsibility in this situation. A rationalization that universities and colleges are responsible for the preparation of teachers and not their success after graduation eased her initial concerns about the abilities of her students. After a few days, this rationalization grew weak. Without an available alternative perspective, it became evident that there was work to be done in this area. First, she conceptualized and implemented an induction program for secondary science teachers. Soon after, questions surfaced about the development and experiences of these teachers. In collecting and analyzing the data from the beginning science teachers, it became her responsibility to understand this unique period of a teacher's life and to disseminate the findings in order to create better preservice and induction programs for secondary science teachers. Since 1997, the author and her colleagues have learned from and about beginning secondary science teachers. This has impacted their views about teachers learning to teach and the structure of programs that can support and sustain their development. In this chapter, the author provides an overview of the model that guides their research and their work with beginning secondary science teachers. After this orientation is a general discussion of the research that they have conducted and the themes that have emerged from this work. Although they do not provide an exhaustive list, it is essential to consider these themes when working with beginning content-area specialists. In this chapter, they strive to foster dialogue about the ongoing development of content specialists, with the ultimate goal of creating induction programs that are as robust as preservice and inservice programs for teachers who are subject specialists. (Contains 1 table and 1 figure.)