A teacher must confront the issue of whether or not he should disclose his beliefs, and if so, to what extent. Disclosure can easily become advocacy. A review of the literature reveals that self-disclosure quickens learning, but the literature is divided on whether a religion teacher in tax-supported schools should advocate personal teacher self-disclosure and advocacy on their learning, a questionnaire was developed and administered to four Interpersonal Communication classes and one English class. The survey of 87 Fresno City College (California) students showed overwhelmingly that they saw their most effective teachers as being self-disclosing; that they preferred teachers to self-disclosure and, to a lesser extent, advocate a position. An analysis of the responses by age groups revealed that while both students under 25 and students 25 and over favored teacher self-disclosure and advocacy, the older group did so more strongly. The evidence of this study supports teacher self-disclosure in the classroom, even in religious studies, for both philosophical and educational reasons. The questionnaire and extensive bibliography are appended. (Author/NHM)