Use of the Myers-Briggs Type Indicator (MBTI) in placing students with seminar leaders in an undergraduate childhood education course was investigated. Eight null hypotheses were tested individually for six areas of student perception: perception of self-in-general; self-as-teacher; self-related-to-others; others; the Childhood Education Program; and self-ratings as teachers. Students were assigned randomly to seminars, with those who had not previously taken the MBTI being required to do so. At the end of the academic year, a self-report inventory was administered to all students and their seminar leaders. Data are interpreted for each of the hypothesis tests, and their support or rejection of each of the null hypotheses is presented. Results seemed to indicate that: the difference between leaders' and students' scores (signed distance) on each of the four MBTI continua seemed to be more productive and consistent than the absolute differences; the judging-perceptive continuum of the MBTI, when used with signed distance, appears to offer information that would be helpful in placing students with seminar leaders; and MBTI data may be helpful in hiring seminar leaders. (MJB)