In this study of preservice teachers' views about college classroom teaching and learning, 161 students in an undergraduate teacher preparation program were divided into 3 groups (academically talented, high average, and average). Students were asked to express their attitudes toward college instructors' teaching skills, course organization, examining and grading practices, student involvement in learning, and preference for specific instructional methods. Through multiple discriminate function analysis, one significant discriminate function that would differentiate among the three groups was identified. The function was described as preference for humanistic approaches to teaching and learning where the goals are to develop independence and self-direction in students, increase creativity, develop personal meanings, and be evaluated as an individual. This indicates that preservice teachers with varying academic ability levels are different in their preference for the objectives and teaching methods of humanistic education, and this should be recognized in development of instructional strategies. (Contains 19 references.) (JDD)