The reputation of teacher educators in two Israeli universities as conceived by four role set groups--faculty colleagues in arts and sciences, student teachers, practicing secondary teachers, and teacher educators themselves--was studied. Six dimensions of reputation selected for the study were: credibility, knowledgeability in their speciality, general knowledgeability, effectiveness as teachers, status, and orientation to knowledge and research ("clinical" or "scientific"). The Teacher Education Survey (Katz et al., 1982), a three part questionnaire, was the source of data. In Part A, respondents reported on the frequency and nature of contacts between teacher educators and other instructors. In Part B, teacher educators are compared by respondents to other university instructors in terms of the aforementioned six dimensions of reputation. In Part C, participants responded to 10 items representing "clinical" versus "scientific" orientation. Results showed that the reputation of teacher educators in Israel was at least as high as that of other college instructors and that in general this reputation does not depend on any of the following respondent characteristics: sex, subject matter, discipline, position at the university, and role set position. These findings contradict common beliefs about teacher educators as well as preliminary findings from studies conducted in the United States. (JM)