The Florida Beginning Teacher Program was evaluated in 1985-86 to determine its impact on teacher performance and to study problem areas identified in the 1984-85 evaluation. A sample of 43 beginning teachers and their support team members (a peer teacher, a building-level administrator, and one or more professional educators) completed surveys. Data on teacher performance were obtained from the Teacher Assessment and Development System (TADS) Classroom Assessment Instrument Post-Observation Report and by interviewing program staff and examining the School Registration/Updating Forms and Profile Sheets. Results showed improvement in issues raised in the 1984-85 evaluation. Most beginning teachers improved in the assessment areas, with the largest improvement reported in: (1) preparation and planning; (2) classroom management; (3) techniques of instruction; and (4) assessment techniques. Results also indicated, however, that beginning teachers in special subject areas (e.g., guidance) felt the training was not relevant to them. Numerous respondents indicated the orientation and training materials were out of date. Appendices include the list of the program's 34 generic teaching competencies with TADS referents, and the survey forms for beginning teachers, peer teachers, building-level administrators, and other professional educators. (MGD)