This study investigated changes in student teachers' attitudes concerning professional ethics as they progressed through teacher education programs. Participants were university students who moved through a series of classes that required increased hours in the classroom with children. They were at 6 levels of educational experience, ranging from freshmen to graduates with at least 2 years teaching experience. Participants completed questionnaires about what they believed the word ethics means, who determines a school's ethics, and the most serious ethical concern faced by educators. About half of each group defined ethics as relating to values, morals, and beliefs. The definition remained consistent as students were exposed to increased hours in the schools. The second largest percentage of definitions fell within the theme of standards and rules. A third major theme was ethics as behavior. Students varied greatly in who they believed determined school ethics. Common themes emerged over all six levels, but a large difference about the responsibility for determining ethics was evident. Students believed that serious ethical concerns facing educators include really helping students learn and get through school, unethical demands from principals, racism and cultural problems, and student abuse. These beliefs varied by students' levels. (Contains 24 references.) (SM)