This study investigated whether or not selected academic ability indices and personal characteristics of 65 teachers (all were Bowling Green State University teacher candidates who began their teacher training in 1985 and who by June 30, 1989 had completed their first year of full-time classroom teaching) were associated with longitudinal changes in their attitude toward teaching measured upon the commencement of training, after student teaching, and near completion of their first year of full-time teaching. One- and two-factor repeated measures ANOVA procedures revealed that the average attitude toward teaching of the neophyte teachers did not differ at these three points in teacher development; that university grade point average, American College Test scores, Comprehensive Test of Basic Skills scores, and student teacher performance ratings were not associated with their attitude toward teaching; but that Rotter's locus of control, Myers-Briggs Type Indicators, gender, grade level of instruction, earliness of their decision to choose teaching as a career, and perceptions of the quality of their training were each associated with the teachers' attitude toward teaching. (Author/JD)