A followup study of beginning secondary school teachers was conducted to determine the nature and extent of their involvement in professional continuing education activities and their attitudes toward their experiences in these activities. Thirty-four beginning teachers were interviewed at the end of their first year of teaching and again at the end of their third or fourth year. They were asked to recall learning activities they had participated in, to describe attributes of those activities, and to make judgments about each experience. It was found that 18 categories of learning experiences could be identified (workshops, night classes, clinics, seminars, summer school, etc.), and that participation was extensive. While night classes and summer school accounted for the largest portion of hours of learning experiences, other types of experiences were sought. The types of learning experiences that received the most favorable responses were those that were highly individualized or very practical; such as solving particular problems and developing classroom materials in clinics and workshops. There was favorable response to experiences when beginners themselves were asked to make presentations or perform in a leadership capacity. A rather surprising finding was that the teachers from this sample appeared to feel that, the further away from their own school site the learning experience was held, the more satisfied they felt with it and the more applicable they saw it to their teaching. College personnel and administrators or curriculum specialists were found to be the least preferred trainers, and teachers and consultants were the most preferred. Learning experiences undertaken for personal satisfaction or personal growth were highly rated. The teachers most actively involved in outside learning experiences were rated as most competent by their superiors. (JD)