As part of a larger, 5-year national project, case study analyses were conducted of the induction experiences of two beginning teachers of marketing education. One teacher (Mary) entered the profession through a traditional teacher education program in marketing education. The other (Jake) obtained certification based on extensive experience in marketing and a degree in business administration. The case studies were based on: (1) a series of six semistructured interviews conducted over the first 2 years of both teachers' careers; (2) a collection of tape-recorded daily logs for the first year; and (3) a battery of personality, job satisfaction, stress, demographic, and situational surveys. Both worked in similar environments, and each was the only marketing teacher in the school. Mary seemed to have a better orientation to her job. She also had people volunteering to assist her, whereas Jake had to seek assistance. Although both experienced a successful first year, Mary felt that her third year in teaching would be her last. Teaching was a life goal for Jake, and he spent a long time reaching that goal. Mary decided on a teaching career late in college. Mary graduated from a program with high standards. Jake had no preconceived expectations. Mary simply experienced early burnout. (20 references) (Author/YLB)