The transition of teacher candidates into the teaching profession is often perceived to be particularly traumatic. This study was designed: (1) to ascertain whether or not 61 beginning elementary and secondary classroom teachers who responded on 2 occasions to the same work expectations scale changed job entry expectations between completion of student teaching and near the end of the first year of full-time teaching; and (2) to investigate whether changes, if any, were related to the extent of reality shock reported by the novices upon entry into the teaching profession. Findings indicate that: job entry expectations recalled and reported after teaching were less idealistic than those reported prior to teaching; actual experiences with some job conditions were more positive than had been expected; job conditions precipitating feelings of reality shock differed somewhat between elementary and secondary teachers; and lower expectations were reported for the same work conditions following induction (inservice training, rapport with other teachers and parents, and conferences with parents). Sixteen references and Teaching Job Expectation Rating Scale results are included. (LL)