An evaluation of two programs--the federally sponsored Teacher Corps and the Ford Training and Placement Program established at the University of Chicago in 1967-68--whose goal is to train teachers capable of acting as change agents in the schools indicates that they have not been successful in reaching this goal, and that school context is perhaps more important for the teacher than the type of training received. Both of these programs trained students in teams, and the Ford Program placed the teams intact into inner-city schools for their teaching experience. When program graduates' scores on tests designed to measure desire for autonomy and sense of power were compared with scores of graduates of traditional programs in Chicago and Milwaukee, no significant difference was found. However, when both groups were divided into teachers in black inner-city schools, white inner-city schools, and white suburban schools, there was a significant difference in scores, with the black inner-city school teachers' being the lowest. These results seem to indicate that special teacher training programs in themselves are not enough and that resistence to change from other school personnel may be a factor. (RT)