This study focuses on beginning teachers' experiences with a currently popu
lar curriculum strategy in the US: community service-learning. To determine
the personal and contextual factors influencing novice teachers' experienc
es, we surveyed over 300 early career teachers and interviewed 30 of the la
rger sample. The study provides evidence that some beginning teachers are w
illing to implement strategies they learned in their teacher education prog
rams, and can do so successfully, in spite of being busy and unsupported. R
esults indicate that specific preparation features and school characteristi
cs may play a large role in whether novice teachers implement service-learn
ing activities in their classrooms. (C) 1999 Elsevier Science Ltd. All righ
ts reserved.