It is commonly thought that teacher educators enjoy mixed, if not poor, reputations among those with whom they interact in the course of their work. To assess this assumption, samples of teacher education preservice candidates, educational foundations faculty, liberal arts and sciences faculty and school teachers were asked to complete a survey questionnaire designed to elicit their ratings of teacher educators on six dimensions of reputation. The dimensions of reputation studied were credibility, knowledgeability in their specialty, general knowledgeability, effectiveness as teachers, status, and orientation to knowledge and research. Additional questionnaire items were developed to obtain information concerning the extent to which teacher educators are seen to be realistic versus idealistic. (Results are discussed, limits of the study are specified, and the survey instrument is appended.) (Author/RH)