Based on the contention that openness to experience and security with risk-taking situations underlie reform, this study was designed to determine the degrees of dogmatism and openness to new experiences of middle grade teachers. Two openness measurements were administered in five schools to 166 teachers from two localities that differ geographically and socioeconomically and in educational philosophy; one locality is more traditional, the other more flexible. Analysis of the data showed no significant difference among elementary, intermediate, and secondary level teachers in the degree of openness and dogmatism. However, there were differences between localities: teachers at all three levels in the more flexible locality scored significantly higher in openness to experience. As a result of this exploratory study, the researcher concludes that any school system contemplating reform should consider using openness measures to help teachers appraise their openness to new experiences. Such measures would also help schools provide inservice experiences that will enhance teacher security and psychological support during stressful periods accompanying reforms. (Author/MLF)