This study attempted to discover whether or not graduates of different Master of Arts in the Teaching of English (MATE) programs differed significantly in their teaching approaches. The teaching process was defined by three major variables--the teacher's image of what teaching ought to be, his planning techniques, and his behaviors in teaching the lesson he had planned. To analyze the variables and their interrelationships, 20 Illinois MATE graduates from three institutions were asked to complete a 96-item questionnaire, develop a lesson plan for teaching a poem, and tape-record their teaching of the poem to a class. Although no significant differences appeared in the teaching processes of the graduates, the sample obtained for the study was too small to determine whether significant differences actually did exist. The study is, however, suggestive of enough differences and patterns that further research is warranted. (Author/LH)