This paper analyzes responses to questionnaires distributed to all teachers in the Alum Rock School District in the fall of 1972 and the spring of 1973. Major focus of the analysis is on the two-part question, (1) How do the experiences of teachers in voucher schools differ from the experiences of teachers in other schools? and (2) How do these different experiences affect the teachers' evaluations of the voucher demonstration? Secondarily, the analysis is concerned with a set of role conflicts involving professional autonomy and freedom versus a hierarchical organization, professional autonomy and freedom versus public accountability, and professional expertise versus demands for parent involvement and influence. (Author)