This study was designed to determine the effects of teacher transfer for the purpose of achieving faculty racial balance on alienation and self-ideal discrepancy. Surveys were made of senior high school teachers from all senior high schools (grades 10-12) of Dade County, Miami, Florida, in February and June of 1970, involving 1,123 and 1,190 teachers, respectively. Rotter's Internal Versus External Control of Reinforcements scale and the Semantic Differential were used. The posttest only control group model was utilized to analyze data collected immediately after transfer and also four months after transfer. The nonequivalent control group model was used to analyze difference scores of a matched group of teachers involved in both surveys. It was found that immediately after transfer, reassigned teachers were significantly more alienated than nonreassigned teachers. Alienation scores for teachers who were reassigned were not significantly different from those of nonreassigned teachers. Immediately after transfer, the self-ideal discrepancy scores for reassigned teachers did not differ significantly from those of nonreassigned teachers. Self-ideal discrepancy gain scores for reassigned teachers were significantly greater than those of nonreassigned teachers. (Author/JM)