Since 1972 Western Kentucky University has been evaluating graduates from the teacher education program via the Teacher Preparation Evaluation Program. Participants were identified during student teaching and followed for five years with extensive data collected during the first, third and fifth years. Part of these data included a new scale, the Teacher Preparation Evaluation Inventory, designed specifically to assess teachers' perception of problems encountered in their professional role. A factor analyses of 17 items resulted in the identification of four factors: tasks related problems, teacher relationships, teaching special students, and discipline. These factors were correlated with four sets of other variables. Self report correlates were obtained from the F-scale, Rokeach Dogmatism Scale and the Teacher Concerns Checklist. The Classroom Observation Record and Classroom Interaction Analysis provided correlates of teacher classroom behavior as collected from trained observers. Supervisor and peer ratings were the third set of variables examined for relationship to teacher perceived problems. Data from Student Evaluation of Teaching I and II obtained from the teachers' pupils were also correlated with the teacher's perceived problems. A final examination of teacher problems across years of teaching experience was made. Secondary and elementary teachers were analyzed separately. (Author/RL)