The primary purpose of this study was to ascertain the extent that 24 working conditions impacted upon the reality shock of four groups (N=211) of beginning teachers (elementary, secondary, specialized, and special education) who were teaching in three types of schools (rural, urban, and suburban). For only two working conditions were the teachers' reality ratings more positive than their expectations: help from other teachers and teaching being observed by administrators. The beginning secondary teachers experienced more reality shock than did the elementary teachers; teachers employed by urban schools reported much more reality shock than those employed by rural or suburban schools. Suburban teachers appeared to be more disappointed with the rapport, support, and respect of parents; secondary teachers were more disappointed by conferences; and specialized area teachers were more disappointed with the behavior of students. (Author)