Ⅰ. The Purpose of Study Insofar as one's value formation is concerned the early stages of formal education is most important. And of course the most influential factor in those formative stages in one’s value system is his or her primary school teachers. But what determines the value orientation of the teachers themselves? Whatever the various determinants might be, the program of teacher education should provide them with the necessary value education. The purpose of this study is in making a survey of primary school teachers’ value preferences so as to get a factual ground for any future attempt to construct a curriculum of value education for them. The specific problems raised in this research are as follows: 1. What are the particularities in the value preferences of primary school teachers in Korea? 2. What are the differences, if any, in their value preferences depending on their sex, age, teaching experiences and the regions of their work? 3. What are the differences, if any, between the primary school teachers and the students in the junior colleges for teacher education in terms of their value orientation? 4. What are some of the problems important to the teaching of values? Ⅱ. Research Method The total number of subjects were L 643. They consist of 1, 164 primary school teachers 〈577 men and 587 women) and 479 students of junior colleges for teacher education. The stratified random sampling method was used for the study. The conditions of sampling stratification were sex, age, and geographical regions. As for the tool of value measurement, the “Study of Values” by Allport-Vernon-Lindzey was adopted. It is designed to measure human values according to the following six types classified by Edward Spranger: 1. Values of truth, or the theoretical value 2. Values of utility, or the economic value 3. Values of beauty, -or the aesthetic value 4. Values of love, or the social value 5. Values of power, or the political value 6. Values of devotion, or the religious value The test was administered from January to April, 1980. Data were analysed and processed by computer. The significance level of difference for each condition on the six value areas was tested against the null hypotheses. Ⅲ. Results and Discussions 1. There are no significant differences on theoretic, social, political and religious values between teachers and students. However, there is significant difference with respect to economic and aesthetic values at p＜.001 level. 2. There is no significant difference on social value alone between men and women teachers. But on five other values the. difference is at p＜.001 level. 3. Among different age groups there are significant differences on all but social value. 4. With respect to their teaching experiences there are no significant differences on social and political values, but there are differences on four other values. 5. There is no significant difference on social value among teachers of different regions, but on other values the differences are significant. In conclusion, we may note the following as the most important factor in the result of this study: primary school teachers of Korea show much higher interest in social value then in all other values, regardless of their differences in. age, sex, teaching experiences, or regions. And this high interest in social value may mean their special concern for the particular type of value to be realized, that is to say, the need for improvements in the social conditions of primary school education in Korea. The implication is that the existing social conditions in such matters as educational policy, system and environment, are far short of the minimum standard for an effective education in the primary level.