This report describes the extent to which and the ways in which beginning teachers benefited from their participation in the New Teacher Initiative (NTI). The authors place special emphasis on this first paper in a series because they believe it is important to document the nature of program outcomes. The NTI ultimately only has value to the extent it is able to serve new teachers in ways that enable them to be better teachers and better teachers of writing. Thus this report provides evidence that helps illuminate the diverse range of benefits that accrued to the participating NTI new teachers. The organization of this report on the benefits in a hierarchy is roughly Maslovian in character. It begins with a description of benefits or outcomes that addressed new teachers' basic needs. It then discusses the benefits that pertained to the teaching of writing, and end with those benefits that pertained to the overall professionalization of the beginning teachers. This report is organized into three parts. Part One, "Introduction," summarizes the topic of this report. Part Two, "The Benefits to New Teachers," provides the reader with some contextual background about the conditions in large, urban districts in which most of the new teachers work. It then discusses in detail the range of specific contributions the various NTI programs made to the new teacher participant. Part Three, "Summary Thoughts," offers the authors' own thoughts about the benefits of NTI participation to new teachers, and makes links to current research about their focal topic. [This document was written with the assistance of Dawn Huntwork, Ellen Meyer, and Mark St. John.]