The Minnesota Teacher Attitude Inventory (MTAI) and Kerlinger's ES-VII are instruments which examine both the individual's general educational philosophy and his ideas of practice. A study was designed to investigate (1) the common variance in the Difference score of the 150-item MTAI and the D score of Kerlinger's 30-item ES-VII with respect to the variables of sex and college classification and (2) relationships between subgroups on the Difference score of the MTAI and the D score of the Kerlinger's ES-VII. Both tests were administered to a modified random sample--103 prospective teachers enrolled in the introductory education course in a large state university. Product moment correlations were computed between the Difference score of the MTAI and the D score of Kerlinger's ES-VII for the total and the six subgroups; t tests were computed to test for significant relationships between subgroups on both scales. Students ranking at the high end of the MTAI scale tended to score significantly progressive on Kerlinger's scale while those scoring low on the MTAI tended significantly to hold a traditional philosophy. Only one t ratio was significant: boys and girls differed significantly at the .01 level on the Difference score of the MTAI. The study supports the suggestion that the 30-item likert type scale (Kerlinger's) may yield more consistent results than the more widely employed 150-item true-false MTAI. (JS)