Attitudes toward research-based effective teaching behaviors were inventoried to explore differences between teachers, principals, college faculty, and undergraduate education students (N=500). Scores from the Teaching Behaviors Questionnaire (TBQ) were analyzed using analysis of variance and a post hoc comparison procedure. The scores indicated attitudinal support for the research-based behaviors. Differences were found among the groups with secondary and elementary principals scoring significantly higher on the TBQ than the other groups. Elementary teachers scored significantly higher than secondary teachers (the lowest scoring group). Recommendations are made based on the relatively low scores from college education faculty members, the relatively high scores from both elementary and secondary principals, and the discrepancy between the scores of secondary principals and secondary teachers. Sixteen references are included. (Author/JD)