This memorandum reports on the preliminary research using a 24-item inventory designed to measure teacher's positions in relation to education issues and teaching decisions. The instrument, whose development is reported, is intended to identify representatives of two dichotomous styles of teaching: traditional, teacher-centered teaching and experimental, pupil-centered teaching. Each item in the inventory consists of a pair of extreme positions on an issue, to which the subject gives one of five responses ranging from strong agreement with the first statement to strong agreement with the second statement. The items were assigned to four subscales: Controlling, Rigidity, Individualism, and Professionalism. Scales, scores on two combined scales (R+C, P+I), and total scores were computed. In addition, Teacher Attitude Inventory (TAI) scores were compared with observations of teacher behavior obtained on an observation instrument developed as part of a larger project that the TAI also served. The TAI was administered twice to primary and intermediate teachers in two school districts attended by students of different socioeconomic strata. Differences in teaching styles between the two groups of teachers, as informally observed by the experimenter, were shown by self-reports on the TAI to exist, except in relation to Professionalism. Data on reliability and validity are included, and conditions suitable for obtaining accurate self-reports are described. (Author)