Undergraduates enrolled in upper division teacher education courses responded to a questionnaire about their attitudes toward sex-affirmative teaching and professional behaviors. Of the volunteers, 18 respondents were seeking certification as teachers of young children, 35 as elementary school teachers, and 36 as secondary school teachers. Findings indicated that preservice teachers of young children were in strong agreement with sex-affirmative teaching and professional behaviors, while the average scores of the elementary and secondary school groups indicated moderate agreement. It appears that the significance of the higher scores of teachers of young children is encouraging, since research has indicated that, the younger the child, the more influence the teacher has on modifying sex-role stereotypical beliefs. Sample items from the questionnaire are included. (JD)