This paper describes a program for beginning teachers in rural areas offered by Eastern Illinois University. The primary goal of the program is to assist beginning teachers in becoming independent decision makers in the classroom by providing survival skills and initial support and gradually introducing means for continuing professional growth. An advisory committee of representatives from the university faculty, local school districts, and area educational service units was established to guide the development of the program and to recommend future actions. The services provided for beginning teachers include a monthly seminar series offered at three regional sites and individualized, nonevaluative classroom visits by the coordinator of the program. The seminars focused on the following topics in sequence: (1) appropriate techniques for conducting parent conferences; (2) effective teaching practices; (3) self-evaluations of the teachers' behaviors; (4) techniques for classroom behavior management; (5) stress management; (6) individualized instruction in the classroom; and (7) professional growth. Individualized classroom visits were available to observe whatever the teacher requested and to offer feedback on questions or concerns the teacher might have. Problems with the program included excessive travel time required for the coordinator and the reluctance of beginning teachers to participate in the program after a stressful day in the classroom. Other options for assisting beginning teachers are mentor teacher programs and computerized networks. (KS)