Locating, training, and retaining quality cooperating teachers (CT) for supervising internships is a major concern in teacher education, yet mandatory training in supervision and careful matching of CTs with interns is lacking (Blocker & Swetnam, 1995; Pothoff & Alley, 1996; Tannehill & Goc-Karp, 1992). An increasing demand for teachers (U.S. Department of Education, 1999) alludes to the need for more CTs in the future and thus a tool for screening potential CTs is needed. Therefore this study attempted to create an instrument that identifies and differentiates CTs' attitudes toward systematic supervision behavior, perceptions of variables impacting supervision, and beliefs about supervisory preferences and styles. An initial form of the questionnaire was developed through a review of general- and physical education literature and reviewed by three PETE faculty. The resulting 80-item, 5-point Likert-scaled questionnaire was piloted on 17 CTs similar to the eventual target population. For each of three subscales (Behavior, Effect, Preference), stepwise rotation and deletion of items was conducted to identify an item pool that yielded maximal internal consistency. The revised 35-item questionnaire demonstrated internal consistency ranging between, a=0.75-0.82 and 2-week test-retest reliability ranging between, R=0.72-0.87. The revised instrument was mailed to 92 CTs involved in supervising various physical education field practica in a mid-sized southwestern city and its suburbs; 76 responded (response rate=82.6%). The categorical variables of teaching level, coaching status, education level, gender, and supervisory experience were entered into MANOVA to determine which categorical variables demonstrated significance (p < .05) across all three subscales. Coaching status, level of education, and teaching level exceeded or approached significance and were thus retained for univariate analysis. Statistically significant results were found only on the Behavior Subscale. Teaching level reached significance, F (2, 72)=5.02, p < .01. Tukey's HSD procedure revealed significant differences between CTs at elementary and high schools (Tukey a=6.40, p=0.05) and between CTs at middle and high schools (Tukey a=7.96, p < 0.02). CTs at elementary or middle schools scored higher on the subscale than CTs at high schools. Non-coaching CTs scored higher than coaching CTs, F (1, 73)=8.51, p < .01. CTs with graduate coursework or degrees scored higher than CTs without, F (1, 73)=7.59, p < .01. In conclusion, if sustained across settings, attitudinal differences on the Behavior Subscale may allow for troubleshooting and intervention prior to placement.Keyword(s): college level issues, measurement/evaluation, professional preparation