The major premise suggested that a significant relationship exists between the perceived quality of interpersonal relationships of teachers and semiprofessionals and specified personality dimensions. The instruments used were the Barrett-Lennard Relationship Inventory and the Edwards Personal Preference Schedule. The subjects were experienced teachers and semiprofessionals working in dyadic groups in kindergarten through 12th grade in central New York State public schools. A final sample of 76 teachers and 76 semiprofessionals provided data for statistical analysis. The 2 x 2 factorial analyses of variance were used with the aid of Cronbach's D score measure and a simple d score measure. Where significant differences were revealed, t tests were used. The 15 null hypotheses were not rejected and no significant relationships were revealed by Cronbach's D score precedures when the total personality profiles were examined. The results suggested that personality dimensions do not significantly affect the quality of interpersonality relations in the dyadic work-groups sampled. Implications for future research may be concerned with the degree of mutuality of perception of each other's role, assumed similarity of personality, the process of perceiving the other dyadic member's character, and the effect of psychological health on interpersonal relations. (MBM)