This study explored differences among elementary and secondary teachers, elementary and secondary principals, and faculty members and undergraduate education students concerning three main issues in education: (1) effective teaching; (2) educational reform and professionalism; and (3) the nature of school children. Principals were found to be more optimistic concerning the implementation of effective teaching practices, and felt that teacher inability was the major impediment. Teachers felt that lack of time and the characteristics of their students created the greatest impediment to effectiveness. All of the groups felt that the best way to learn effective teaching practices was through actual teaching. The majority of teachers were not familiar with the reform reports from the Holmes Group or the Carnegie Foundation. The undergraduate education students did not anticipate teaching low SES or low achieving children. However, teachers from the same geographic areas reported that over 50 percent of their students were low or lower middle SES and below average in achievement. The results raise questions concerning teacher efficacy, the nature of the profession, and the recruitment and training of teacher education students. (Author)