This paper presents a general overview of the literature on beginning teacher induction as it has evolved over the last 3 decades, highlighting characteristics, extent, and perceived value of induction. The paper also describes successful programmatic features, gaps in the literature, and future trends in induction. After offering a brief history and definition of induction, the paper focuses on the basic components of induction, which include: general orientation meeting prior to the beginning of the school year; provision of printed materials regarding all aspects of school functioning; training on curriculum and effective teaching practices and opportunities to observe and be observed; mentorship; and release time and/or reduction in teaching load. Mentoring and release time are the most critical components. Evaluation and assessment of induction programs is very important. Characteristics of successful induction programs include: a coherent structure; structured mentoring; formative assessment; and sufficient fiscal resources and political support. University involvement in the post-university experiences of beginning teachers is particularly important (e.g., fifth-year internships and current induction programs), though research shows that less than half of local school systems have formal agreements for induction with schools, colleges, and departments of education. (Contains 90 references.) (SM)