In an effort to provide a better understanding of the possible impact of teacher training upon aspiring teachers, this study was designed to ascertain whether prospective teachers' longitudinal changes in attitude, anxiety, and confidence about teaching were related to, or possibly influenced by, their locus-of-control orientation, personality type, gender, teaching field, anticipated grade level of instruction, and the level of their basic academic skills. The subjects were all students who had entered the teacher preparation program at Bowling Green State University (Ohio) in 1985 and completed their student teaching experience by spring 1988 (N=152). It was found that the prospective teachers expressed less anxiety about teaching and more confidence about their decision to teach after their training than they had expressed at the beginning of their training, a finding to be expected from teacher development theory, and that teacher candidates maintained a highly positive attitude about teaching during training. The instruments used for the study were the Attitude toward Teaching as a Career Scale, the Teaching Anxiety Scale, a confidence about teaching scale constructed by the researchers, Rotter's Internal-External Locus of Control, the Myers-Briggs Personal Preference Type Indicator, the Comprehensive Test of Basic Skills, and a demographic data sheet requesting gender, academic major, and anticipated grade level of instruction. (JD)