This document reports on the nature of Australian beginning teachers' entry into the teaching profession and examines, among other questions: (1) procedures adopted to ease teachers into employment; (2) sources of information concerning their new teaching situations; (3) planned induction activities and their value; (4) matters of teacher concern; (5) satisfaction with first-year activities; and (6) relationships between patterns of entry and teacher concerns. Descriptive information was collected nationwide from a sample of 1977 beginning teachers (about 15,000 in number) and their principals concerning: (1) entry into the classroom; (2) entry into the community; and (3) entry into the school environment. Interpretation of the data is presented against a background of activities new teachers might meet with presented on the systems (state and district) level and school level (including interviews, printed material, conferences, school visits, and consultation). Summaries are presented of information on (1) general background information on beginning teachers, (2) the degree to which beginning teachers' stated preferences for teaching locale are satisfied and the amount and type of aid they received in entering those locales, and (3) general satisfaction with jobs and degree of acceptance by other members of the school teaching community. Implications are discussed concerning the satisfaction one should take from the induction preparation teachers presently receive and the challenges remaining to assure that all beginning teachers are adequately prepared for their first teaching positions. (MJB)