Studies indicate that many teachers leave the profession within the first 5 years, and that often the most highly qualified and skilled teachers are the most likely to leave. Student-teachers and beginning teachers tend to have idealized aspirations for their teaching. However, the reality of secondary schools is that myriad forces will undermine even the most sincere efforts by these young teachers. Although the reasons for the exodus from teaching are discouraging and complex, teachers can resist victimization resulting from isolation and frustration, especially during first-year teaching, by developing a "proactive" approach. Stephen Covey explains that successful people develop the ability to control their responses to the world around them by adopting a "proactive" stance rather than a reactive stance. Student teachers must develop a proactive approach to their circle of influence, and should be supported in this effort by the state and national levels of the profession. The English Education program at Illinois State University has developed a program to help students make the transition from the university to the larger discourse community. This program focuses on professional credibility (writing for publication); scholarly activities (seminars, conferences, and in-service programs); and continuing participation in professional organizations and university/school collaboration programs. The program has had a very favorable response from participants, suggesting a new model which can help new teachers to develop support networks as they make the transition from student to professional. (HB)