School choice is an issue that has created much dissension among citizens, policy makers, and educators, with proponents on either side of the issue claiming a commitment to the improvement of education. Consequently, the teachers of the future are finding it necessary to clarify their own views regarding the choice controversy. The purposes of the present study were to investigate the viewpoint of teacher education students in a selected university regarding school choice, and to determine whether a set of attitudinal items regarding school choice could be useful in distinguishing these teacher education students as regards their attitudes toward school choice. A quantitative survey was distributed to 25 teacher education students at a comprehensive state university in the southern United States. The instrument requested responses to various topics such as the legal right of parents to choose, forms of choice which should exist, statements supporting choice, and statements opposing choice. Data were collected via a modified Q-sort strategy and results were subjected to Q-technique factor analysis. Results confirmed the existence of clusters of the respondents as distinguished by the four categories of items. Item factor scores indicated clusters which distinguish persons as those opposing school choice, and those supporting choice. (Contains 14 references.) (Author)