THIS INVESTIGATION IS CONCERNED WITH THE ASSOCIATION BETWEEN THE STUDENT TEACHING LOCALE, THE PRESENT JOB LOCALE, AND THE CONGRUENCE OF STUDENT TEACHING AND JOB LOCALE WITH THE PERCEIVED DIFFICULTIES OF BEGINNING TEACHERS. THE SUBJECTS WERE 136 FIRST YEAR TEACHERS FROM THE JUNE 1963 CLASS OF QUEENS COLLEGE. THE INSTRUMENT CONSISTED OF 70 ITEMS COVERING 7 AREAS, AND ASKED FOR RESPONSES RANGING FROM A RATING OF 1 (CANNOT SOLVE) THROUGH 6 (DO NOT CONSIDER THIS A PROBLEM). THE PERCEIVED PROBLEM AREAS IN DESCENDING ORDER OF DIFFICULTY WERE (1) DISCIPLINE, (2) METHODS OF TEACHING, (3) RELATIONS WITH PARENTS, (4) EVALUATION OF STUDENTS, (5) CLASSROOM ROUTINES, (6) MATERIALS AND RESOURCES, (7) PLANNING. WHETHER THEIR STUDENT TEACHING EXPERIENCES WERE PART OF A SPECIAL PROGRAM, IN SPECIAL SERVICES SCHOOLS OF NEW YORK CITY, OR IN REGULAR NEW YORK CITY AND SUBURBAN SCHOOLS, THERE WERE NO DISCERNIBLE MEAN DIFFERENCES AMONG THE RESPONDENTS IN PERCEIVED DIFFICULTIES IN EACH OF THE PROBLEM AREAS. THERE WERE CITY-SUBURBAN DIFFERENCES IN THE 3 AREAS OF CLASSROOM ROUTINES, METHODS OF TEACHING, AND RELATIONS WITH PARENTS. WITHIN THE CITY GROUP THERE WERE DIFFERENCES BETWEEN "SPECIAL SERVICE SCHOOL" TEACHERS AND NEW YORK CITY TEACHERS FOR THE SAME 3 AREAS AND FOR DISCIPLINE. PAPER READ AT ANNUAL CONVOCATION ON EDUCATIONAL RESEARCH (6TH, OCT. 19, 1965). (ADAPTED FROM AUTHORS' SUMMARY.) (RP)