In Chicago and suburban schools there are many teachers who have not had an opportunity to take part in either induction or orientation programs during their first year of teaching. Exposed to proper and adequate induction programs, beginning teachers may demonstrate higher performance and skill in classroom management, instruction, discipline, human relations, and leadership. A review of the literature emphasizes the value and importance of on-site inservice programs. This study was conducted to provide insights into how experienced teachers perceive beginning teacher induction programs. A questionnaire (copy included) administered to 40 teachers reveals that most schools in the Chicago metropolitan area do not provide comprehensive orientation programs for beginning teachers. A majority of the sample favor induction programs for novices, prefer involvement of entire school staffs in conducting needs assessments and developing and implementing programs, would seek collaborative assistance from colleges and universities, and think that induction programs improve interpersonal communication among staff. It is recommended that more comprehensive induction programs be implemented in and around Chicago. (Contains 11 references.) (LL)