The purpose of this study was to identify the personal characteristics of prospective activity-centered elementary science teachers. Having established a method of identifying activity-centered versus textbook-centered teachers, the investigator established two groups respectively, using scores on the Predicted Role Measure (PRM) instrument for this grouping. Other instruments used to collect data were the 16 Personality Factor Questionnaire Form A, the Watson-Glaser Critical Thinking Appraisal Form Ym, and a specially devised background information sheet. Correlations were run between the tests and background information within the PRM groups using the Pearson product moment coefficient of correlation. Analyses of background factors were accomplished by employing the least squares analysis of variance. Conclusions stated included: (1) the personality factor of prospective activity-centered teachers that dealt with the continuum of affected by feelings-emotionally stable had the highest number of correlations of either group; (2) the activity-centered teachers were found to be more self-sufficient, more affected by feelings, and more suspicious. This group had significantly higher abilities to recognize inferences and assumptions as well as higher overall critical thinking abilities. (Author/EB)