This study compares the effects of a 2-week humanistic training program, a 4-week participation observation experience, and a 7-week special methods program on the perceptions of prospective elementary school teachers from West Virginia University and elementary teachers from Monogalis County, West Virginia. Sixty-six subjects took part. The research tested the hypotheses that these programs would not affect the teachers' perceptions concerning a) self concept, b) personal beliefs, c) degree of open-mindedness, d) classroom practices, e) student relationship, and f) reaction to classroom situations. All subjects were pretested with the Personal Orientation Inventory (POI), Relationship Inventory (RI), Personal Beliefs Inventory (PBI), Teacher Practices Inventory (TIP), Dogmatism Scale (DS), Teacher Situation Reaction Test (TSRT), and the Tennessee Self Concept (TSC). The experimental group of teachers completed the DS, PBI, TSRT, and the TPI. The following implications emerged: a) efforts should be made to determine the individual needs of prospective teachers, and assignments should be made to individual programs; b) sequential humanistic programs should be implemented early in the college program with emphasis on course presentation; and c) future programs should be designed with frequent public school experiences early in the college program. (Eight references are included.) (BRB)