A study was conducted to explore the relationship between the theoretical construct of Conceptual Level (Harvey, Hunt, & Schroder, 1961) and the dimensions of the Questionnaire of Teacher Belief of the Educational Process developed by Wehling and Charters (1969). The questionnaire and Hunt's Paragraph Completion Test of Conceptual Level were administered to 83 teacher education undergraduates. Data were analyzed by forming a correlation matrix and performing a factor analysis using varimax rotation for the final ten variables. Variables were seven teacher attitude dimensions (subject matter emphasis, personal adjustment ideology, student autonomy, teacher direction, emotional disengagement, consideration of student viewpoint, and integrative learning), plus the Conceptual Level measure and the two Hunt attitude-toward-teaching stems. Results lent support to the Wehling and Charters hypothesis that teachers high in dimensions that tend to illustrate short-range concerns (Teacher Direction) would be basically concrete in their perceptions. The second objective, to replicate Wehling and Charters' findings and to test the stability of the dimension of Student Autonomy versus Teacher Direction, produced findings consistent with theirs. Further analysis revealed no significant relationships between the dimensions of Student Autonomy versus Teacher Direction and the Hunt Attitude-toward-teaching stems. (JS)