Cognitive dissonance theory implies that teacher education students will optimally internalize and most fully use pedagogical learnings compatible with their attitude systems. In order to determine the self-reported attitudes of teacher education students toward teachers, a pilot-study sample of graduate students reacted to four teacher-types within the context of 36 adjectives. For each adjective, respondents were asked to mark the point on an agree-disagree continuum which best represented their feelings toward statements concerning teachers. This Multiple Teacher Factors Survey (MTFS) indicated that student attitudes toward four teacher-types might be arrayed along dimensions of a) personal warmth, b) intellectual skill, c) academic rigor, and d) instructional submissiveness. Respondents' attitudes toward the teacher-types were also compared. Findings have implications for teacher educators regarding presentation and sequencing of instructional material, specification of program goals, and validation of program competencies using the parameters of the attitudes which the MTFS measures. (Tables illustrating a variable correlation matrix, item factor loadings and percentages of variance, and teacher-type comparisons are included.) (Author/JS)