This paper discusses the stages that are involved in implementing an induction or mentoring program for beginning teachers in public school districts: (1) sketicism and some reluctance to become involved--the initial reaction from all parties, i.e., administrators, beginning teachers, and mentors; (2) acceptance--during this period, there is general consensus from all participants that the program is not going to go away and some good may come of it; (3) resolution--there has been enough experience with the new program for all to begin to acknowledge the benefits they perceive to accrue; and (4) commitment--participants in the program are convinced of the need to provide assistance to beginning teachers. It is pointed out that it takes time for participants to realize how much gain can be achieved through induction/mentor programs, and experience with the program for individuals and groups as a whole to become fully committed. (JD)