This paper examines the relationship among professionalism, commitment to organization, and attitudes toward increasing client power in the Training Teacher Trainers (TTT) program at the City University of New York (CUNY). The project consisted of a central TTT office; three programs located at City, Hunter, and Richmond Colleges; and 16 schools located in Harlem and Richmond. Of the 849 persons involved in CUNY-TTT who received questionnaires, only 300 returned them with a usable yield of 242 instruments. The sample included project directors and their staffs, public school administrators and teachers, college faculty, student teachers, and community participants. Professionalism was measured by nine items on level of professional activity and support for professional training. Nine items measured respondents' commitment to the organization, and six Likert scale items measured perceived community participation in decision making. It should be noted that decisional equity, one of the major goals of CUNY-TTT, was not realized. Results of the study show that (a) there is no consistent relationship between professionalism and commitment to work; (b) professionals tend to support increased power for the community within existing hierarchical constraints; and (c) professionalism in CUNY-TTT was in effect neutralized as a factor that contributed to the success or failure of the program. (HMD)