This study sought to assess work values of school teachers through a 45-item, modified paired-comparison schedule, the Teacher Preference Audit, which was administered to 192 teachers in 4 middle-class, suburban high schools. Factor analysis of the data yielded 5 bipolar dimensions which accounted for 27.6% of total variance among all items. Beta-weighted mean scores of teachers on each factor were subjected to David R. Saunders' method of pattern or profile analysis. The results of this analysis plus an examination of written responses by teachers to questions about their achievements and aspirations resulted in identification of 5 types of teachers: (1) subject oriented, (2) staff oriented, (3) system oriented, (4) supervision oriented, and (5) socially oriented. Nearly half of the total sample of teachers fell into a marginal or "mixed" orientation category, perhaps due to (1) the extent of professionalization of school teaching, (2) the extent of bureaucratization of schools as an institution, and (3) the interpenetration of bureaucratic and professional principles in the formal organizational structure of schools. Since nearly half of the sample group was not classifiable, it seems that a satisfactory conceptualization and measurement of work values associated with school teaching has yet to be accomplished. (SG)