The Richardson Independent School District's (Texas) New Teacher Induction Program was evaluated by surveying teachers at three different times throughout the induction year. The three primary features of the program--a new teacher inservice day, a weekly meeting with principals, and professional seminars--were evaluated. Evaluation data also included videotapes of and interviews with the new teachers. Teachers reported that the first inservice day was professionally motivating and enhanced their professional competence. Teachers also reported positive perceptions of the district, reduced isolation, and sustained perceptions of professional competence as consequences of the weekly meetings. Classroom management and curriculum organization seminars were perceived as most helpful. Overall, the progam appeared very successful in meeting its goal of helping beginning teachers adjust to professional teaching in the school district. (CB)