From a theoretical framework, hypotheses were generated which predicted that 1) teachers who had undergone organizational socialization (experienced teachers) would be more employee-oriented than education students who had no teaching experience; and 2) education students would be more professionally oriented than the experienced teachers. Two Likert-type scales were used to measure professional and employee role orientations of 135 experienced teachers and 135 teacher education students. The first hypothesis was not supported. Although a significant relationship was found between experience and employee status orientation, it was opposite in direction to that predicted. The second hypothesis also was not sustained, although a trend was noted in the predicted direction. However, it was found that female teachers were significantly higher in professional status orientation than their male counterparts. (Author/RT)