This study investigated systematic relationships among teacher personality types (Ambitious, Conscientious, and Indulgent), preservice educational beliefs, and intern classroom practices. The investigation traced the theoretical and empirical linkage from personality structure though educational ideology and finally to perceptions of teacher priorities and behaviors as seen by students. During pre-service education, 32 subjects were classified by way of a word association test and assigned to one of the typologies listed above-- A, C, or I--and then were tested on five dimensions of the Wehling-Charters Teacher Conceptions of the Educative Process instrument. After seven months of intern-year teaching, a Student Perceptions Test was administered to 1,023 pupils of the interns. Students measured intern motivations and practices on three corresponding test scales: Achievement (Ambitious), Conformity (Conscientious), and Nurturance (Indulgent). A, C, and I types were hypothesized to hold differing educational beliefs and to adopt differing teaching goals and strategies in practice. These differences were hypothesized to be a function of personality structure. The results indicate that pupils: (1) perceive differences in style and behaviors between A and C types; (2) accept both A and C type teachers and teaching priorities; and (3) reject individuals of any typology who present confusing and/or conflicting sets of educational beliefs and teaching strategies. (Author/MM)