A study was conducted to compare the attitudes of teachers toward the professionalization of teaching with the attitudes of state and local educational association leadership personnel. A questionnaire based on resolutions acted upon by the New York State Teachers Association House of Delegates examined opinions of both groups on programs designed to foster professional advancement, to promote association gains, and to improve working rights and privileges. Of the 809 questionnaires distributed (674 to a proportionate sample of teachers from 45 selected school districts representative of elementary and secondary; rural, urban, and suburban; large and small schools), 529 were returned, representing all segments of the sample. Results indicate that the views of association leaders and classroom teachers differ significantly: In general, teachers tend not to accept responsibilities necessary for professional status, while association leaders are knowledgeable about professional matters and willing to work toward attainment of professional goals. Suggestions for programs to advance professional status: (1) Local associations, with state and national cooperation, might place greater emphasis on conveying to their members a better understanding of professional ethics, responsibilities, and knowledge of the characteristics of a profession. (2) Teacher preparation institutions could include the foregoing in their programs. (JS)