Dimensions of personality and value structure were related to preferences for field activities among preservice teachers. These dimensions included authoritarianism; traditionalism of educational views; progressivism of educational views; child centeredness; institutional centeredness; situational knowledge of practical wisdom in teaching; and beliefs about the nature of knowledge, learning, the learner, and the function of the school. The teaching-related activities were those encountered in self-selected field experiences of students in an experience-based experimental teacher education program. The data indicate that students with more progressive attitudes tend to exhibit a wider range of involvement, spend more time, and perform better on situation knowledge tests. (Author)