This paper looks at some factors which may affect teachers as they attempt to informally invite moral development. Such invitational education, it is noted, stresses the importance of teacher behaviors which intentionally bid students to see themselves as valuable, able, and responsible persons who can behave accordingly. Using pilot study data from interviews with primary school teachers, part I of this paper examines how they handle difficult human relations situations, what they perceive as the ideal way to deal with these situations, and what perceived constraints prevent them from behaving in this ideal manner. Part II looks at written critical incidents submitted by teachers to see if there is a shift in their basic perception of self, others, purpose, and frame of reference in relationship to non-moral and morally transgressing situations. The final part of the paper attempts to bring together the implications of the first two parts to provide suggestions for inviting moral development. The study contains five charts, references, and seven appendices. (Authors/JM)