This report describes the development and implementation of a program to assist new teachers at an inner-city school in feeling more comfortable and competent working with their students. The hypothesis was that through this competence, more opportunities for student learning would take place. The report is divided into five sections. Section 1 describes the community of the elementary school where the practicum was implemented. Section 2 describes the problems faced by beginning teachers at inner city schools and presents an overview of literature on this topic. Section 3 outlines the anticipated outcomes and evaluation instruments of the program strategy. Section 4 describes how the strategy was carried out through a series of in-service sessions, classroom observations, and conferences with the new teachers. Section 5 presents results, conclusions, and recommendations. The plan resulted in an increase in self-confidence in the new teachers, less disturbance for fellow teachers, and improvement in students' classroom behavior and learning. Three recommendations are presented: (1) new teachers to an inner-city school should establish some rapport with an experienced teacher; (2) anyone assisting the teacher should preferably be from another school with a similar population; and (3) several observations should be set up for the new teacher so he or she can see what really needs to occur in a classroom. Development, implementation, and evaluation materials are appended. (KH)