This study gathered information from 94 first-year teachers (graduates of Memorial University, Newfoundland, Canada) regarding their attitudes towards teaching, methodological and technical competencies, and the adequacy of their teacher preparation. The teachers were asked to give background information that included degree received, type of education program (primary, elementary, or high school), type of practice teaching, and length of teaching experience. The questionnaire was designed to measure teacher self-concept, motivation to teach, two personal qualities (ambition and rapport), teaching methods and techniques, classroom management procedures, the teaching environment, and perceptions of teacher preparation. Findings indicated that: (1) an extended practicum did not significantly influence any of the teachers' measured competencies; (2) motivation to teach was positively influenced by the primary-elementary degree program in college as compared to the high school program; (3) the teaching environment encountered by the first-year teacher was more important than any of the preservice experiences measured by the study; (4) administration and supervision of first-year teachers influence the way they perceive the initial teaching experience; (5) personal qualities that beginning teachers bring to their profession are important indicators of both attitudes and competencies during the first year of teaching; and (6) motivation to teach is an essential condition for the professionalization of a teacher. (JD)