Using a quantitative research model, this study explored variables affecting pre-service teacher candidate identification of teacher sexual misconduct through a scenario-based survey instrument. Independent variables in this study were respondent gender, student gender, teacher gender, student age-related ambiguity (students depicted were 17), heterosexual gender dyads, power imbalance, consent, and pre-service training. Hypothetical students' ages used in the scenarios placed students over the age of consent in Iowa, but below the age of legal adulthood. Subjects were 60 undergraduate, pre-service teacher candidates. Sample participants responded to six scenarios depicting heterosexual gender dyads, varying consent, student or teacher initiation, and potential power imbalances. Respondents answered questions related to pre-service training regarding the protection of children. The research question was as follows: How does the gender of the pre-service teacher candidate respondent, pre-service training, and scenario-specific independent variables predict pre-service teacher candidate identification of teacher sexual misconduct? Results indicated that pre-service teacher candidates may use a social or cultural lens to consider and judge a sexual relationship between a teacher and a student instead of viewing the sexual relationship from a legal and professional context. The study also showed a tendency for female respondents to be more critical of female teachers. Finally, the study showed that although the respondents had received and internalized pre-service training in the protection of children, they may have a gap in knowledge regarding how to identify teacher sexual misconduct. This study provides a basis for exploring ambiguity associated with age and consent, as well as a foundation for a comprehensive study regarding the presence, role, and impact of pre-service training for teacher candidates. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]