The conditions that surround a beginning teacher's first year of employment profoundly affect the level of professional competency that a teacher is able to develop and maintain in later positions. A survey of 18 first-year teachers from diverse institutional backgrounds revealed that beginning teachers have poor subjective judgment concerning their own teaching ability, often find their professional capabilities severely influenced by personal matters, and can feel both socially and professionally isolated in the classroom. A feedback system designed to provide teacher educators with more realistic assessments of beginning teachers' difficulties is one way to aid in effectual design of preservice programs and to provide constructive criticism for the new inservice teacher. (LH)