A survey of 18 values held by selected groups of preservice teaching candidates and by successful, urban, secondary-school teachers showed a divergence that can be expected to affect personal characteristics and teacher behaviors, as well as instructional success or failure in a variety of teaching environments. The two groups differed significantly on nine terminal values, with students holding the following in higher esteem than the teachers: comfortable life, pleasure, and social recognition. Students valued equality, freedom, inner harmony, self-respect, and true friendship less than the teaching group. The data appeared to support the contention that trainees would be "culturally shocked" and frustrated when they encounter the realities of innercity teaching. It is suggested that this shock and frustration can be avoided if, in the selection and placement of teachers in urban school settings, some attention is paid to their value profiles, which can be used to prevent the placing of unprepared candidates in teaching situations where they are likely to fail or be frustrated and disappointed. (MJB)