This study was a follow-up investigation of five minority first-year teachers who were 1992 graduates of the Peabody Internship/Induction Teaching Program. The study was designed to examine the socialization of new minority group teachers. Structured interview protocols for the teachers and their principals were the primary means of data collection. Unstructured interviews on the telephone and face-to-face conversations also contributed significantly to the case studies. A school demographics form provided additional information on the dynamics involved in each specific teaching context. During their final year in the program, teachers completed biographical sketches that provided background information. Finally teachers' letters, journal entries, anecdotes, and personal reflections provided examples to illuminate themes. Conclusions were drawn from analysis of the six major case study subsections and teachers' stories, and discussion of teachers' socialization process using M. Chefetz's framework. Cultural contexts for the participants included settings from inner city to suburban. Teachers expected to have consistent, inviting, and fair environments in order to actively involve students. Satisfaction came mostly from the intrinsic rewards of teaching. Metaphors supplied by the teachers, such as actress on stage, activist, parent, doctor, motivator, taxi driver, proved to be very useful in explicating the complex and interrelated roles these teacher played. One teacher's first year anecdote is appended. (Contains 29 references.) (JB)