Among the debates current in training circles is the debate over whether teacher trainers should involve themselves in changing staff attitudes toward innovations or providing knowledge in relation to innovations. The four arguments related to this debate are discussed: 1. attitudes, then knowledge: 2. knowledge, then attitudes; 3. attitudes are unchangeable, therefore provide knowledge; and 4. there is no knowledge, therefore attitudes. A heirarchy of levels of attitude development reveals that there is an interactive relationship betweeen knowledge and attitudes. Attitudes in the form of bipolar constructs can be changed only with hard knowledge. Credibility must be achieved for both the subject matter and the training style. Trainers must operate in an interactive mode with suitable knowledge being used to modify observed attitudes. (JMF)