The comparative effects and outcomes of two beginning teacher induction programs--a formal team approach and an informal buddy system--on novice teaching performance and teacher attitudes toward teaching are examined in this study. The sample of 26 novice elementary teachers included one male. Fourteen participated in the structured team approach and 12 participated in the buddy system. Findings from interviews, observation, and an attitude questionnaire indicate that structured induction programs with clearly designed goals and expectations, formal observation, and feedback are viewed by teachers as more successful in meeting their needs. Participants in the formal model were generally more satisfied with various dimensions of their job. Both groups expressed negative attitude toward salary and resource adequacy and demonstrated less effective postinduction teaching performances. The recommendation is made for collaboration between state departments of education and universities to provide structured teacher induction programs that emphasize assistance rather than evaluation, and careful selection of the mentor teacher. Two statistical tables and appendices that contain the interview guide and qualitative analysis are included. (21 references) (LMI)