This study sought to determine the perceptions of first-year teachers in Illinois secondary schools with respect to the importance of selected teaching activities. The study further examined the main sources of assistance for beginning teachers in these activities and measured these teachers' self-assessed success. From the target population of 434 first-year teachers, 234 (54 percent) responded to a questionnaire. Responses indicated that most teaching activities were perceived to be important; however, most teachers said that they received no assistance for 70 percent of teaching activities. Perceived importance of community and student activities differed by subject area. Two variables were significantly related to perceived success: rural district and professional consultation. Analysis of the data showed that, controlling for consultation, teachers from rural districts perceived themselves to be significantly less successful; and controlling for location, teachers who had been consulted about staff development perceived themselves to be significantly more successful. Staff development implications and recommendations are discussed. Appendices contain tables displaying data on demographic characteristics of beginning teachers, perceived level of importance of activities, main sources of assistance, analysis of variance, and stepwise multiple regression results. (JD)