This study describes the impact of certain state-mandated beginning teacher programs on the transition from student to teacher. Program impact was considered at a number of levels: ideological/societal, institutional, instructional, and personal. Sixteen beginning teachers in two states with mandated induction programs were studied throughout their first year of teaching. Also included in the study were the experienced teachers, administrators, and other persons working with these teachers as part of the induction programs. The research was conducted by interviews, journal entries, and classroom observations. Attention was also given to institutional and societal factors through the use of extensive interviews, content analysis of documentation related to the induction program, and non-participant observations. Analyses revealed a significant impact for these programs, not only on the experiences of the first-year teachers but also on the professional lives of the others who participated in the programs. Analyses of program features that seemed to contribute to a positive first-year experience were identified. Recommendations are offered for the future based on the findings from this study in terms of improving the quality of induction programs. An 11-page list of references, a teacher induction study analysis scheme, and samples of the instruments used in the survey are appended. (Author/JD)