A study was undertaken to determine the effect of a microteaching experience on the attitudes of elementary education undergraduates prior to their enrollment in professional education courses. Attitudes toward self were measured by the researcher's adaptation of the California Q Set (Form 3), and attitudes toward teaching were measured by a Q-sort modification of the Minnesota Teacher Attitude Inventory. Sixty-three female elementary education majors were randomly selected from the sophomore class of a state university and randomly divided into two groups, 31 in the control group (Cs) and 32 in the experimental group (Es). Three administrators of both Q sorts were conducted at one-week intervals for both Cs and Es--one at the beginning of the experiment, one immediately after the Es had viewed a video tape of the classroom session. Each item of both Q sorts was individually analyzed for differences between Es and Cs. Items were analyzed by covariance for statistically significant changes in positioning on a nine-point scale. Results of the study indicate (1) that Es developed a better regard for themselves and became more critical of teaching cliches and other educational concepts than did Cs, and (2) that consideration should be given to making this kind of experience an integral feature of the sophomore program in the preparation of elementary education majors. (Author/JES)