This study investigated the effectiveness of three in—service training models in humanizing teachers' attitudes toward children. Each model was analyzed separately and then compared with each of the others. The purposes of this study were to determine whether teachers, after participating in one of three in-service models, would experience positive changes in attitudes toward children and would maintain these changes for at least three months. The findings of this study support the conclusion that none of the three in-service programs, as conducted in this study, were effective in changing teachers' attitudes. Possibly the in-service programs lacked cohesiveness and continuity owing to the time intervals between the four sessions. Another possible explanation for the ineffectiveness of the programs is found in the relatively short duration of the programs.