This study was conducted to determine: the demographic characteristics of beginning teachers in West Virginia; the personality needs of beginning teachers; and the school climate these teachers perceived in their schools. The sample consisted of 250 of the 738 teachers in West Virginia who were completing their first year of teaching in 1987. The study used three tools: (1) a general demographic questionnaire; (2) the School Climate Survey developed by the National Association of Secondary Principals; and (3) the Stern Activities Index (G. Stern, 1970), an assessment of personality needs. Among findings were that: (1) the beginning teacher was most likely to be female (78.5%), married (54.4%), without children (65.8%), teaching in an elementary school, and not a union member; (2) just over half planned to make teaching a life-long career; and (3) the beginning teacher scored significantly higher than normal on a number of personality characteristics relating to achievement and personal relations. It was further found that while West Virginia seemed to have attracted teachers with needs and behavioral tendencies that seemed positive for education and children, the school climate as perceived by the sample was below national norms on all factors of the School Climate Survey. Implications are presented for the areas of staffing, induction programs, and the practices of building principals in dealing with or providing support for beginning teachers. Six data tables are included. (SLD)