Pennsylvania's Educational Quality Assessment Program (EQA) provides a school building assessment on each of the ten state adopted goals for quality education. Various teacher attitudes and usage of innovative classroom practices with respect to a series of control variables such as sex, educational level, experience, grade level and community type (urban, suburban, rural) are examined in this study, which represents a first stage analysis of the EQA. This data clearly shows that the most positive attitudes toward students, parents, fellow staff and school administration are held by elementary school teachers. Furthermore, they report fewer problems affecting the learning atmosphere and tend to use innovative practices more frequently than secondary teachers. Teachers with the least experience (1-4 years) reported the most frequent use of innovative classroom practices. A higher percentage of young teachers also reported that particular problems existed in their school, particularly those concerning discipline, poor instructional equipment, and student apathy toward learning. Although the analysis is only partially complete, this study appears to reflect a socialization process in which teachers, as they accrue time on the job, become less inclined to attempt innovative techniques and become more accepting of administration, facilities, and students. (Author/MV)