Data gathered in three Delphi rounds indicated a dichotomy between 12 inservice supervising teachers and 12 preservice teachers at Emory University in their reports of sources of anxiety within the school setting. Preservice teachers reported concerns focused primarily on pupils and pupil-teacher interaction. Inservice teachers had anxiety primarily because of various out-of-class aspects of teaching. Suggested alterations in the preservice and inservice teacher program are minor and involve increasing each group's awareness of the sources of anxiety for the other and providing formal and informal sessions for coping with anxiety. Samples of the survey forms used in the research are appended. (Author/LH)