This study proposed (1) to clarify the image college teachers and teacher interns had of themselves and of each other and (2) to determine the importance each group gave to 20 characteristics associated with the role of college teaching. Each rated himself and male and female interns and staff members on the following 20 descriptions: friendly, scholarly, easy to know, ambitious, competent, interested in research, enthusiastic in class, open-minded, resourceful, authoritarian, sociable, liked by students, well informed, permissive, interested in teaching, progressive, respected, lenient in grading, sensitive to student needs, and interested in curriculum development. Methods of collecting, correlating, and evaluating the data are described. In comparing each group's self-rating with its rating by each of the other three groups, two consistent differences emerged: (1) each group (by its collective self-image) saw itself more interested in teaching than others did and (2) each group felt that each other group was better liked by students than it was itself. Tables show the importance of the characteristics as ranked by the regular staff, by first-year interns, and by all four groups. Competence, interest in teaching, knowledge of subject matter, and sensitivity to student needs generally ranked highest; sociability came last. Noteworthy irregularities in rating and the characteristics most often perceived differently are pointed out. (HH)