Educational reform movements, university teacher education accreditation requirements and federal laws have increased the emphasis on the need for beginning teacher follow-up studies. The information gained from beginning teachers is critical for university teacher preparation programs, state departments of education, and school districts in recruiting, preparing, supporting, and retaining highly qualified teachers who are prepared to meet the educational needs of all students. Recommendations, even though limited, from beginning teachers have influenced changes in teacher preparation programs. The need for further research and the incorporation of these results into practice consistently across all teacher preparation programs may be challenging, thus calling for attention at the policy levels. Even though published research addressing beginning teacher satisfaction with their preparation programs is limited, three major themes for recommendations for the improvement of teacher preparation programs have emerged. It is interesting to note that the recommendations documented in studies conducted in 1979 were quite similar to those documented in 2004. The three major themes for improvement were increased clinical experiences for a longer duration, provision of a full year of support for new teachers, and increased knowledge and skills needed to address the unique needs of the diverse learner.