This naturalistic study of teacher educators explored the differences between the attitudes of methods teachers and instructional development (ID) teachers toward ID and teacher education. Three faculty members were interviewed in depth, and brief questionnaires were sent to seven faculty members in each of the two fields; responses were received from three methods teachers and four ID teachers. Finally, two faculty members were presented with the conclusions of the study for critique. Analyses of the data on faculty views of ID indicate that: (1) there is considerable diversity of opinion about the value of systematically developed instruction among teacher educators; (2) the teacher educators and ID faculty who participated in this study were aware that there exists, within their own field, a variety of views about the virtues of systematically designed instruction, but were not aware of the variety of views on this same topic within the other field; and (3) some fundamental questions about the abilities of teacher education students and teachers in general seem to be at the root of the differences in belief about the place of systematically designed instruction. Both of the faculty members who critiqued the findings, and whose views about the place of technology in education were very different, characterized the existing situation in the schools as negative and the opposite of what they were proposing. Data from the interviews and questionnaires are appended. (3 references) (EW)