This study surveyed 553 Kansas beginning teachers regarding their perceptions of support and job satisfaction during their first year. Overall, respondents were most likely to experience traditional orientation activities. They were less likely to experience teaching conditions that took into account their unique needs as beginners and less likely to be involved in activities that supported their professional growth. In general, respondents did not experience a high degree of support. However, they had a high degree of job satisfaction overall. Respondents considered the most helpful support to be that they received from their fellow educators, protection from difficult teaching situations, socialization activities, and staff development. They considered the most difficult aspects to be their teaching conditions, lack of staff development, lack of support and respect from administrators and staff, and lack of orientation to the policies and procedures of the district. They reported needing more support in the same areas. Seventeen recommendations based on the study findings include: provide beginning teachers with comprehensive, ongoing support in eight support categories throughout their first teaching years, adapt the teaching environment for beginning teachers to accommodate for their lack of experience and expertise, and base induction programs on beginning teachers' developmental needs. (Contains 14 tables.)(SM)