The author argues that prison cultures infuse the teaching cultures in prisons, transforming them sufficiently to create the effect of culture shock for the novice teacher. The first stage of culture shock is the experience of the teacher as "tourist," during which the teacher experiences the excitement of a new and unfamiliar environment. The second stage is called "disintegration and difference," during which the novice teacher becomes irritated and hostile as the cues of the familiar ("home") culture disintegrate and the differences between the prison ("host") culture and the home culture become more apparent and pervasive. Stage three is called "reintegration," during which old and new cognitive cues become integrated and the ability to function in a new culture develops, although there is still anger and resentment at having to adjust to a new culture. Stage four is termed "gradual adjustment," during which the novice teacher becomes more comfortable in the new culture with an increased understanding and ability to predict the actions and expectations of representatives of the host culture. Feelings of isolation lessen and a greater sense of control emerges. The fifth and final stage is called "reciprocal interdependence," which occurs as teachers learn how to bring the knowledge and values necessary to function responsibly and beneficially in the "outside" world (home culture) into the current world of the prison regime. A number of variables determine the dynamics of whether and how an individual teacher undergoes acculturation in prison education. These variables are identified and explained. 27 references