The University of California, Los Angeles (U.C.L.A.), Coordinators of Supervised Teaching in the elementary schools conducted a study to determine whether assignment to a poverty school (family income less than $4,000 per year) as opposed to assignment in an affluent school (family income in upper 10 percent, high-middle income neighborhoods) would effect differences in terms of teacher stress, attitude, and willingness to accept a permanent teaching position in a poverty school. Attitude was determined by scores earned on the Minnesota Teacher Attitude Inventory, while stress was measured by a 14-item inventory. Ninety-seven candidates for the elementary school credential who met U.C.L.A. student teaching admission requirements were randomly assigned to either a poverty school or an affluent school for student teaching. After the first 10-week assignment (four hours a day, five days a week), student teachers exchanged assignments for a second 10 weeks. It was found that there was no significant difference in mean scores in stress level between those assigned to poverty and affluent schools, assignment in poverty schools depressed attitudes whether the experience was the first or second assignment, and there was little practical difference in numbers of teachers attracted permanently to poverty schools as a result of the kind of school encountered in a first assignment. (SG)