This master's thesis presents a survey of state standards for day care personnel using data gathered from copies of general state day care requirements. Requirements for day care teachers are organized into five categories: health, education, abilities, personality and extraneous variables. Five questions are asked in the survey concerning minimal state requirements, most frequently mentioned specific and general requirements, personality requirements and whether a set of personality traits could be identified from survey responses. The survey indicated that standards were highly variable across states. Among other results, the survey indicated a ranking of priorities across states. Health, education, extraneous, personality and ability ranked from most to least important as state concerns. Although previous research had indicated the importance of personality variables in teacher performance, these traits were not emphasized in many state requirements. Important personality traits mentioned most frequently, however, included Good Character, Understanding and Emotional Maturity. Tables are presented which allow comparisons of specific and general requirements across states. Relevant research and historical data on day care are also reviewed. (BD)