THE FINDINGS OF 84 STUDIES OF TEACHER BEHAVIOR, ATTITUDES, AND PERSONALITY WERE CORRELATED WITH THEORETICAL MODELS DERIVED FROM THE EDWARDS PERSONAL PREFERENCE SCHEDULE AND THE ALLPORT-VERNON-LINDZEY STUDY OF VALUES. IT WAS CONCLUDED THAT (1) AN OCCUPATIONAL PRESS SEEMS MOST EVIDENT ON THE EPPS SCALES RELATING TO HETEROSEXUALITY, AUTONOMY, ENDURANCE, ORDER, AND DEFERENCE, (2) SCORES ON OTHER SCALES AND THE STUDY OF VALUES SHOWED THAT BEING A WOMAN AND IN A PARTICULAR COLLEGE IS MORE IMPORTANT IN SCORE DETERMINATION THAN BEING AN EDUCATION MAJOR, (3) INVESTIGATORS OF COLLEGE-STUDENT CHARACTERISTICS SHOULD BE AWARE THAT A SPECIFIC COLLEGE HAS A SPECIFIC STUDENT TYPE WHICH WILL INFLUENCE THE FINDINGS, (4) IT IS POSSIBLE AND PROFITABLE TO SECURE MEASURES OF OVERT ACTIONS AS VALIDITY CRITERIA FOR PAPER-AND-PENCIL PERSONALITY MEASURES, (5) THE EPPS AND THE STUDY OF VALUES FORM A THEORETICAL PICTURE OF ELEMENTARY SCHOOL TEACHERS WHICH, WITH A FEW EXCEPTIONS, IS CONSISTENT WITH THEIR OPERATIONAL ATTITUDES AND BEHAVIOR PATTERNS. (RP)