The purposes of this study were to ascertain and describe the nature of the preparation, experience and educational orientation of preschool and day care teachers in Nebraska and to determine correlations among the variables studied. Two instruments, the Preschool Teacher Preparation and Experience Questionnaire and the Teacher Attitude Q Sort were employed in the study. Of the 87 respondents, 49 were preschool teachers and 38 were day care teachers. Two sets of hypotheses were tested. The first set compared the two groups of teachers on the descriptive variables of age, parental status, type of experience, years of experience, level of education, type of education, certification, and inservice participation. On the basis of their results on the Teacher Attitude Q Sort, teachers were assigned to one of five role model categories: Maternal, Therapeutic, Instructional, Integrative, and Eclectic. The second set of hypotheses explored relationships between high Teacher Attitude Q Sort factors, role model categories and the descriptive training and experience variables. Findings are discussed. In general, preschool and day care teachers were found to differ significantly from one another on all of the descriptive variables tested. Also, while both groups of teachers exhibited a variety of educational orientations and role model preferences, these characteristics did not appear to be affected by their experiential or educational backgrounds. (Author/RH)