The purpose of this investigation was to learn if individual differences between teachers affect the degree to which they are receptive to inservice training. The specific objective was to determine if the conceptual systems teachers use to organize and act on elements in their own environments differentially affected their participation in and response to a training program in new methods of teaching. Results suggest that not only will teachers' conceptual systems influence what they learn from inservice efforts, but also how much they want to try to use what they have learned. (JD)