A teacher inservice preference questionnaire was used to identify, categorize, and compare inservice preferences of educators, and findings indicated that workshops were ranked first as the inservice activity most preferred with conventions and professional conferences least preferred. Other categorical analysis indicated that professional development committees were the most preferred for planning, providing resource personnel, and evaluating professionalism. Governing boards were the first preference for budgeting for developmental activities. Differences exist on the motivation dimension of a theoretical model for the following categories: incentives, aspirations, expectations, and satisfactions. The sample ranked the expectations category first, incentives second, aspirations third, and satisfactions fourth as factors associated with successful inservice programs. (DS)