With the loss of the original religious foundation of education and its increasing secularization, there has been a shift in definition of the teacher's role. In attempting to prepare persons for assuming the responsibilities of this role, education has relied on teacher training programs as external elements of control instead of the earlier tendency to assume the recruit was controlled by internal elements of motivation and commitment. It was hypothesized that professional education programs do produce a significant change in the teacher's attitude concerning knowledge of methods to be used in his role performance, but that they do not produce a significant change in his attitude concerning teaching skills, his image of professionalization, or his spirit of professionalization. A questionnaire to measure attitude on these four aspects of teacher role was administered to the 1955-1956 education majors (189) of Geneva and Westminster colleges (Pennsylvania) before and after professional training (student teaching semester). The 16 Factor Personality Test was also administered and personal background data collected. Factor analysis of data showed that while attitude toward the professional image, methods, and skill became more positive, attitude toward the professional spirit was negatively influenced. (Discussion of findings explores the interrelationships between the unpredicted influences of student teaching, personality and cultural factors, student disenchantment and reality shock, and the bifurcated value system of a changing culture.) (JS)