This report is the first of four that stem from a study of The Impact of Approved Induction Programs on Student Learning (IAIPSL), conducted by Educational Testing Service (ETS) and funded by the California Commission on Teacher Credentialing (CCTC). The IAIPSL study began in July 2002 and continued through April 2004. The purpose of the study is to investigate the implementation and impact of the California Formative Assessment and Support System for Teachers (CFASST), within the context of the Beginning Teacher Support and Assessment program (BTSA)1. The study addresses three research questions: (1) What is the impact of BTSA/CFASST on the teaching effectiveness of beginning teachers who participate in the program? (2) What is the impact of BTSA/CFASST on the learning of the students of beginning teachers who participate in the program? (3) What are the features of successful BTSA/CFASST programs that make them more effective in impacting beginning teachers' growth as teachers? In addition, the IAIPSL study provides the grist for a "meta-evaluation" in which the study is examined for insights into the processes and validity of conducting evaluation research on statewide induction programs such as BTSA/CFASST. This report focuses on what has been learned about how BTSA/CFASST is being implemented and experienced at the level of the beginning teacher. The report presents and analyzes findings from two main data sources: a written questionnaire and follow-up telephone interviews with BTSA/CFASST "graduates." Other reports in the series present the methods and findings of other phases of data collection and analysis that comprise the larger study