A study explored the socialization process of beginning teachers participating in formal teacher induction programs. The focus was on perceived sources of influence on classroom practices. The findings suggest that a wide array of features compete for the attention of the first year teachers as they make instructional decisions. Over the course of the year, beginning teachers sort out these forces and attend to some more than others. The perceived sources of influence are similar at the end of the first year of teaching to those reported by experienced teachers who are operating in a similar context. Induction programs appear to contribute positively to the socialization process with respect to classroom practices through the mechanism of the peer or supporting teacher. The induction programs exert little in the way of positive influence on classroom practices through the evaluation procedures used. (CB)