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A topic of considerable interest in the educational research community is the process of learning to teach and the role that socialization plays in that process. Numerous educational researchers have focused their attention on examining these processes (e.g., Doyle, 1985; Graham, French, & Woods, 1993; Lawson, 1988; Schempp & Graber, 1992). Recent investigative approaches have attempted to broaden the perspective for viewing and interpreting teacher development, and socialization factors in addition to field experiences and student teaching have been examined (Graham, Hohn, Werner, & Woods, 1993; Widden, Mayer-Smith, & Moon, 1998; Woods & Earls, 1995). The purpose of this study was: (1) to describe recent program graduates perceptions of the socialization factors encountered during their induction period, and (2) to describe how these perceived factors have impacted the current teaching practices of each participant. A naturalistic-descriptive research design was employed. The researcher gathered data via an interview series and a behavioral observation of each participant's current-optimal teaching practices. Utilizing the following data sources for each participant, two semi-structured interviews, a follow-up interview, WVU TES behavioral observation data, and notes on participant member checks derived from interview data, and the intuition of the investigator, it was determined that the most salient factors common to all participants and affecting induction to the greatest degree were students, accountability for physical education, the demands of teaching, the school culture, professional interaction, coping strategies, and wash-out.