A survey examined the perceived influence of teacher educators on the 13 autonomous state teaching standard boards now in existence. A total of 125 board members, selected at random from the directories of the boards, received the mailed survey, and 73 percent responded. According to the results, all non-teacher educator board members rated the influence of teacher educators higher than did the teacher educators themselves. Non-teacher educators identified four themes that inhibited expanded influence among board members: (1) defensiveness about criticisms of the quality of teacher education, (2) inclinations of teacher education institution representatives to represent positions of their home institutions to the exclusion of broader perspectives, (3) general resistance to considering alternative means of acquiring knowledge and competencies necessary to qualify for initial teacher licensure, and (4) insufficient demonstration of commitment to the board's work. Most teacher educators expressed malaise regarding their influence or the possibility of expanded influence on the board. They stated a belief that teachers and narrowly-defined teacher interests dominated board decisions. They felt that their influence was limited by their role, which put them outside of the most influential realm. Both teacher educators and non-teacher educators believed that teacher educators could make greater contributions to the work of professional teaching standards boards, but both groups believed teacher educators were limited in their influence by different factors. (SM)