The experiences of beginning teachers (female and male teachers in urban and rural areas) in Manitoba are examined in this study. Questionnaires were mailed to the approximately 300 beginning teachers identified. The 148 who responded constitute the sample: 107 females--61 at urban schools, 46 at rural schools; and 41 males--32 at urban schools and 9 at rural schools. The study focused on three aspects of the beginning teachers' experiences: (1) their expressed concerns, (2) job facet satisfaction, and (3) the relationship between expressed concerns and perceived job facet satisfaction. The questionnaire data were subject to varimax rotation factor analysis in order to determine the array of factors and distribution of dimensions of both expressed concerns and job facet satisfaction within the factors. Additional statistical analyses of means and standard deviations and two-tailed t-tests were applied to the responses of the four groups of teachers. The findings of the study are discussed in the text and presented in 14 tables. The questionnaire items are listed in the text. Arising from this study is the clear indication that organizational issues of classroom management and discipline, classroom organization, time management, curriculum adaptation and organization, short-term planning, and long-term planning are of great concern to all groups of beginning teachers. (MLF)