The purpose of this study was to investigate the research hypothesis that group guidance and group counseling procedures would produce positive changes in the self-concept and professional attitudes of prospective teachers. Pre- and post-test measures of the Tennessee Self Concept Scale, TERP (ES-VII) Attitude Scale, and the Vocational Decision Questionnaire were administered to 302 prospective teachers. Statistical analysis of the results showed significant positive gains for several subgroups, with subgroups of females in comparison with males and group guidance students in comparision with directed students showing the greater positive gains. The conclusion reached in this study is that group guidance and group counseling significantly produced changes in the self-concept and professional attitudes. (author)