This paper, specifically addressed to teacher education in Texas, discusses teacher induction programs. A review is presented of some successful induction programs around the country and similarities and differences in some of the salient features of entry-level programs. The variety of roles institutions of higher education can play in such programs is discussed. It is pointed out that these successful programs have many things in common--collaboration, training trainers, caring support, separating assistance from assessment, and teachers teaching teachers. It is emphasized that Texas, which requires less than 20 hours of professional training for their teachers, needs strong induction programs, and recommendations are made on where higher education might become involved in Texas teacher induction. (JD)