A study examined preservice teachers' self-ratings of interest/investment in the different contexts of an integrated whole language approach, both theoretically and pragmatically. Subjects, 60 graduate students enrolled in reading courses in a small eastern university, completed a self-rating chart dealing with the theory and classroom implications of whole language. The chart was completed before any whole language topics were presented in the courses. Results indicated that: (1) teachers subscribe either moderately or whole heartedly to the underlying theoretical base of an integrated whole language approach and to many of the classroom practices which this implies; but (2) many of these same teachers expressed major concerns about the teaching of whole language. Findings suggest that school districts, universities, professional organizations, and publishers need to offer more and better specifics of quality instruction within the whole language framework. (Two tables of data and the chart are included; 18 references are attached.) (RS)