An exploratory study of 473 academics in a metropolitan university investigated the attitudes of academic supervisors towards training for university teaching for doctoral students. The study investigated academic supervisors' levels of awareness and knowledge of teacher training opportunities, the relative importance of teaching--both lecturing and tutoring--compared with research in the academic selection process, and the academics' own entry into and attitudes about PhD students teaching during their candidature. Results indicate that academic supervisors are more aware of short courses and workshops than in-depth teaching certificates and diplomas. In terms of the relative value of aspects of academic work as selection criteria for new academics, the findings show that research output was considered the most important selection criteria above teaching experience or teaching qualifications and counter-intuitively, tutoring was reported as slightly more important than lecturing. Implications for university recruiters, university leaders and academic supervisors are discussed. (Contains 1 table and 5 figures.)