Three questions were addressed in this study: 1) What are the levels of relationships among level of moral development, attitudes toward teaching and role specific self-concept in a group of entering teacher education candidates? 2) What differences exist between elementary and secondary candidates in areas of moral development, teacher attitudes and self-concept? and 3) In what different ways would candidates at distinct levels of moral development describe ideal teacher behavior? While no significant difference was found between elementary and secondary candidates, findings indicated a relationship exists between teacher attitudes and moral judgment. An analysis of the findings is presented and implications for improving teacher preparation are discussed. (JD)