The purpose of this study was to assess the effects of a program for training teachers in classroom management that was embedded in a mentor and beginning teacher induction program. Both mentor teachers and beginning teachers were randomly assigned to treatment conditions. The research sought to determine the effects of the classroom management intervention training on teachers' classroom management behaviors. Thirty-five mentor/inductee pairs participating in the study were divided into three groups. In the first group both mentor and inductee teachers received experimental treatment, only mentor teachers received treatment in the second group, and the third (control) group received no treatment. The intervention training model involved workshop activities focusing on planning for effective classroom management, implementing rules and procedures, and maintaining the management system. The design of the program and procedures followed during the three month period of training are described and a discussion is presented on an analysis of the findings. It is suggested that while pairing mentors with inductees in a training program is important because they learn to share the same knowledge base and known expectations, it may be cost effective for a school district implementing an induction program to train only mentors. Recommendations are made for further research. (JD)