A synthesis of 17 studies concerning Oklahoma legislation for the beginning teacher induction year program covers: (1) the concerns and perceptions of entry year teachers; (2) roles and functions of teacher consultants, local district administrators, and higher education representatives; and (3) the frequency and nature of the processes and activities of the induction committee and its members and the attitudes of the participating parties. Overall satisfaction has been reported by persons involved in the Entry Year Assistance Program. Teacher consultants were perceived by entry level teachers as providing the most guidance in terms of human relations, classroom management, teaching and assessment, and professionalism. Teacher consultants, however, frequently indicated that they were constrained by being unable to find time to meet with entry level teachers. Some problems were perceived in such areas as work socialization and translation of knowledge to practice. While the studies revealed a lack of role function guidelines for committee members, moderate agreement on the needs of the entry level teacher was noted. (CB)