Abstract
This paper, arising from a larger research project (Stephenson et al., 1998), carried out, through questionnaire, interview and observation, with practising teachers, explores their attitudinal dispositions to the values dimensions of teaching and their actual practice with regard to Values Education in their schools and classrooms. Essential principles underpinning their beliefs and attitudes are categorised, stated sources for these are explored and compared and contrasted with the methods they most commonly use in the teaching of Values Education. Differences and similarities between the two contexts are discussed and conclusions as to the relative importance and influence of teachers to the development and delivery of Values Education within present and future teacher education curricula are drawn.