Embarking upon a programme of distance study can be bewildering for students and the experience compounded by apprehension and uncertainties. Induction is a way of easing the transition and helping students to become effective distance learners so that they can progress successfully through their studies. The purpose of this research was to enable tutors to gain a more comprehensive understanding of the induction experiences of their distance students in order to improve and make more appropriate the levels of support provided to students commencing distance study. The research investigated the induction provision of five distance programmes offered by a traditional UK university and identified specific areas where developments could be made. The research also identified generic components of induction, represented in "STARTOUT", and which can be utilized as a comprehensive checklist for induction. (Contains 2 tables.)