The purposes of this study were to explore the actual condition of beginning teachers¡¦ job-related problems and induction needs, as well as to analyze the relationship between beginning teachers¡¦ problems and induction needs. In order to achieve the aims, the use of questionnaire was mainly conducted through the study, with complement of semi-structured in-depth interview. A total of 322 questionnaires were sent to the 49 junior high schools in Kaohsiung County, and 224 questionnaires were collected back. The effective return rate was 70¢H. The collected data was described, analyzed through descriptive statistics, F-test, One-Way ANOVA and Pearson¡¦s Product-Moment Correlation. Furthermore, the qualitative interviews with 8 beginning teachers were analyzed to know more about beginning teachers¡¦ job-related problems and induction needs. Conclusions derived from the present study are as following: 1.The degree of problems perceived by the beginning teachers in junior high school was moderate, and the most difficult part for them was ¡§teaching and classroom management¡¨. What made beginning teachers in junior high school feel most difficult were the low achievement of students, the paradox of school management, and the difficulty in maintaining the classroom-discipline. 2.In the analysis based on background variables, the degree of problems perceived by the beginning teachers in junior high school was significantly different among teachers of different school size, but not significantly different according to gender, teaching experience, position, educational background, teacher internship program, and school location. 3.The most urgent induction needs for beginning junior high school teachers was to increase the knowledge about teaching and classroom management such as the techniques for managing problem behaviors, the effective strategies for organizing class procedures, and the teaching skills to enhance teaching effectiveness. 4.Beginning teachers hopes the above knowledge could be inducted in the ways of arranging seminars, communication with expert teachers ,and classroom observation on them. 5.In the analysis based on background variables, the degree of induction needs perceived by the beginning teachers in junior high schools was significantly different among teachers of different school size. Furthermore, the induction ways of beginning teachers in junior high schools were significantly different among teachers of different gender, teaching experience, and school size. 6.There were significant positive correlations between the whole problems and induction needs of beginning teachers in junior high school. The higher problem level which the beginning teachers perceived on the whole job problem, the more urgently they feel in needs of induction.