This survey of teacher attitudes toward inservice training programs was done to compare reactions of teachers affiliated with a regional Teacher Corps project to those in non-Teacher Corps schools. The rationale was that as faculty turnover in public schools decreases due to fiscal constraints and declining enrollment, the only real vehicle for improving the quality of public education is through inservice programs at all appropriate levels. While local, state, and federal agencies are funding proliferating and perhaps conflicting inservice programs, the local Teacher Corps inservice experiences are based on collaborative decision making by the local community, schools, and university. A questionnaire was devised that provided data on eleven elements of teacher attitudes toward inservice programs, which were rated by agreement categories. The findings are listed in thirteen groups, including: (1) recruitment patterns; (2) motivations for participation; (3) sources of inservice leadership; (4) least helpful functions of leaders; (5) sources of programs; and (6) most helpful participant roles. On the basis of the findings, ten recommendations are made. (FG)