A knowledge base was developed regarding the nature, dynamics, and scope of the induction process for beginning secondary vocational teachers. The research involved the following components: a 2-year ethnographic follow-up of 12 beginning teachers during fall 1988; the case study analysis of the first 2 years of teaching of five beginning teachers (selected from the 12 teachers in the ethnographic study); nominal group technique (NGT) focus sessions conducted with samples of beginning teachers from eight states in four U.S. regions over a 2-year period; a national mail survey of a stratified random sample of beginning teachers during fall 1989; and a national examination of exemplary teacher induction assistance programs. Important and substantive differences were found in the induction experiences and needs of teachers entering vocational education from traditional certification programs and those entering through alternative or vocational certification. These largely qualitative differences are attributable to the pedagogical training received in traditional programs and to the age and maturity gained by the alternatively certified teacher who has longer experience in the work world. The model induction assistance program developed by the study takes into account the unique needs of the teacher in terms of specific discipline, vocational development level, and background in teacher preparation. (Nineteen tables, 11 figures, 116 references, and 144 additional citations are provided. Two appendices contain 16 tables from NGT sessions and the national survey instrument.) (NLA)