In an attempt to investigate attitudinal dimensions of beginning elementary student teachers, beginning secondary student teachers, and supervising teachers, and to discover if these groups vary a great deal in the meaning they attribute to certain educational concepts, a series of 12 teacher judgment differential scales concerned with moral, aesthetic, social, and emotional factors were constructed. The classroom concepts judged were: planning, textbooks, ideas, facts, homework, lecture, discussion, and story telling. The instruments were administered to randomly selected subjects: 37 elementary student teachers, 29 secondary student teachers, and 60 supervising teachers (18 elementary and 42 secondary). Factor analysis of data from the three groups indicated that the secondary student teachers had the least diversified view of the school setting and the supervising teachers had the most diversified view. Discriminating analysis of factor scores from the previous analysis showed that the elementary student teachers' attitudes were similar to those of the supervising teachers, with the secondary student teachers being different from both other groups. It is recommended on the basis of this study, that prospective student teachers, particularly secondary, be informed that their attitudes will probably differ from those of the supervising teacher. (RT)