This study compared the affective attributes of a sample of beginning teacher education students in the 1990s with a sample of beginning teacher education students of the 1980's to investigate whether or not educational reform actions were accompanied by changes in the affective characteristics of individuals entering teacher preparation. The data obtained from the two samples of teacher education students (N=393) who were registered at a large midwestern teacher preparation institution suggested that the enhanced recruiting efforts of recent years have allowed teacher education institutions similar to the one on which this study was conducted to maintain teacher candidate quality as indicated by scholastic aptitude scores without detrimental changes in the affective attributes of prospective teachers. The 1990's candidates reported levels of attitude toward teaching as a career, of concerns about surviving as teachers, and of concerns about their impact upon pupils similar to the 1980's candidates. The 1990's candidates reported less anxiety about teaching, more confidence about becoming teachers, and more concern for the actual task of teaching than did the 1980's cohorts. (Contains 19 references.) (JB)