This document reports on a study to determine differential attitudes of experienced and inexperienced teachers toward supervision and evaluation. The basic hypothesis was that experienced teachers would have significantly different attitudes toward the concepts of supervision and evaluation than would inexperienced interns. A sample of 100 teachers, 50 in each group, was sent a survey instrument to determine their actual experiences with supervision and evaluation and their attitudes toward preferred practices. Little difference was found between the groups. Both groups favored items from the supervisory category over items in evaluation, although both groups recognized the importance of some of the characteristics of evaluation. A lack of uniformity in the data, however, made it difficult to draw conclusions that were supported by the evidence. While the tendency of both groups to prefer supervisory activities over evaluative is interesting, the inability of experienced teachers to select ideal components of an evaluation program is troublesome. Teachers need to develop consensus on what makes a good supervisory program. The Supervision Attitude Inventory may need further scrutiny and editing before valid conclusions can be drawn. (IW)