The primary purpose of this study was to determine if transfer students reduced the quality of 547 prospective teachers who were beginning their teacher training at Bowling Green State University (Ohio) during either the spring semester of the 1984-85 or during the fall semester of the 1985-86 academic years. Aptitude, basic academic skills, and affective measurements were obtained and compared for the intra-institutional transfers (N=176), the inter-institutional transfers (N=48) and the native students (N=323). It was found that these three groups did not differ to any appreciable extent on the set of affective measures (anxiety, attitude, and concerns about teaching) but that there was a definite trend for the intra-institutional transfers to be superior to both the native and inter-institutional transfers, and for the native students to be superior to the inter-institutional transfer students on the aptitude (ACT) and achievement (CTBS) measures. It was concluded that the quality of teacher-education students may be reduced if late entrants to teacher training, and in particular inter-institutional transfers, are permitted to circumvent normal institutional admission procedures. (Author)