A longitudinal study of four beginning teachers examined the process of socialization during the induction period and the extent to which behavioral conformity to institutional norms reflected inner value commitments and perspectives. During their student teaching experience, the subjects participated in a study which measured their perspectives on the nature of knowledge and function of curriculum, the teacher's role, teacher-pupil relationships, and student diversity. Placed in different settings in their first year of teaching, the subjects were observed and interviewed to monitor their continuing development of teacher perspectives. Of particular interest was the degree to which each teacher felt free to employ initiative and independent judgment, and the extent to which each felt it necessary to conform to expectations of others with respect to what to teach, how to teach, and how to manage the classroom. It was concluded that, despite differing institutional contexts during student teaching and the first year, beginning teachers, under some conditions, maintained a perspective which was in conflict with the dominant institutional cultures in their schools. (JD)