A survey solicited teachers' and education majors' views of their professional preparation pertaining to fostering their classroom students' emotional growth. A total sample of 78 inservice teachers and 22 education majors responded to a self-assessment questionnaire, which included sections on skills, concepts, and attitudes. The skills section focused on teacher/learner communication, fostering growth of students' self-esteem and independence, discipline strategies, group leadership, and counseling activities. The concepts section addressed topics in the areas of child development, adolescence, self-esteem development, and affective readiness factors. The attitudes section was designed to assess attitudes about teacher roles in fostering students' emotional growth. Teachers rated themselves highly in regard to most skills and concepts but also indicated areas of only moderate or low mastery. Respondents reported frequent use of skills designed to increase students' ability to solve problems, make decisions, and foster self-esteem and acceptance of others. The teachers infrequently used the academic curriculum to achieve affectively oriented goals. Lack of professional development was mentioned as a causal factor in moderate or low mastery levels of affective skills. Education majors rated themselves higher on understanding adolescents and rejected the position that no one teacher can help all students. Both groups agreed that teachers can have an impact on the development of emotional well-being of their students. There was general agreement that increased emphasis on skills, concepts, and attitudes essential for fostering emotional growth of students is needed in both preservice and inservice programs. (JD)