Research was conducted regarding the lack of information about (1) the relations of open-closed mindedness (dogmatism, authoritarianism, and rigidity) to reactions to a social studies methods course; (2) the possible biasing effects of drawing samples of teacher education students from different groups, subcultural and educational; and (3) the comparative central tendencies on measures of open-closed mindedness of teacher education students in the U.S. and in Germany. A correlational study was made of F-Scale, Dogmatism Scale, and Gough-Sanford Rigidity Scale scores of three social studies methods classes at one university, of a national sample of teacher education students on nine campuses, and of German students in three institutions. Differences between the scale means of American and German samples were significant. Comparisons of teacher education students from different universities confirmed the importance of religion as a sampling variable, but data provided little evidence that age, college class, sex or commitment to elementary or secondary education are potent variables for anticipating variability in open-closed mindedness. Teaching major appeared to be related to the scores, and thus a matter of consideration in drawing teacher education samples. There was no evidence that students in teacher education are more authoritarian or dogmatic than university students in general. (Included are a 345-item bibliography and discussion of the validity of the F- and D-Scales.) (JS)