This paper presents a comprehensive review of international research on the problems of beginning teachers facing "reality shock" in their first years of teaching. A discussion is given on the question of how teacher educators could anticipate the problems their students will encounter when they enter the profession. Particular focus is on induction programs and measures to improve the mode of new teachers' entry into teaching. Three frameworks for looking at the development of the beginning teacher are presented. From the viewpoint of these developmental frameworks, the threshold period that confronts the beginning teacher is considered as a transitional state to a higher level of development. In discussing how teacher training programs can be improved, it is pointed out that the quality of teacher education programs is only one way of improving and maintaining a highly qualified teaching staff in the schools, and that good teacher education is a necessary ingredient but insufficient by itself to produce better teachers. Over 90 references are listed. (JD)