This study aims to understand induction programs in the U. S. A. and to find some implication on In-service programs for beginning teachers in Korea. Though beginning teachers in Korea receive several training during the first year of their teaching, those programs are mainly composed by lecture and are not related to everyday classroom. Beginning teachers do not receive enough practical support through the training. Since induction programs in the U. S. A. have been practiced for more than three decades, it is valuable to observe and examine the program and find some implication. Through this paper several implications are suggested. First, beginning teacher training should be organized as a part of systematic in-service teacher training. Second, beginning teacher training should be practical and functional to be practiced in their classroom. Third, it needs to produce circumstances in which both beginning and experienced teachers can join various induction activities such as reducing class time and administrative responsibility. Fourth, it needs to have a obvious governing body in order to have continuous and systematic quality control of induction program. Fifth, it needs to establish standards with regard to critical activities of induction program such as teaching standard, mentor selection standard, formative assesment standard, and program evaluation standard. Sixth, it needs to develop induction program in the aspect of lifelong learning of teachers.