Beginning teachers were studied from the completion of student teaching through the first nine weeks of instruction as professional teachers. Data was collected at the end of student teaching, the end of school orientation, and at the end of the third and ninth weeks of teaching. In addition, they reported their concerns and problems and the means they employed for coping with them. The changing priority of concerns is recorded in this report, along with the coping strategies most frequently used. Results revealed a pervading sense of isolation during the first weeks of teaching, and a realization that their perceptions of teaching, up to the time they began working with pupils, had been distorted. Talking with others, preferably other teachers, was the main coping technique used for relieving anxiety. Two suggestions are made for improving teacher training and induction: teacher education programs must consider the provision of a year of internship, and schools should provide well organized internal support systems for beginning teachers. (JD)