This study investigates the influence of inner-city and suburban student teaching upon adjustment and effectiveness of first-year elementary teachers, with secondary attention to their personal and professional problems of adjustment to their initial teaching location. The fifty-five subjects of this study were first-year, inner-city and suburban teachers in the Dallas area. Except for two Black females and three Anglo males, all were Anglo females. The findings of this study support the following conclusions 1. Student-teaching locale should not be the determining factor in deciding the type of school for first-year teachers. 2. Effective inner-city student teachers may be expected to be highly effective teachers in both inner-city schools and those in other locales. 3. Successful student-teaching experiences, regardless of location, can be expected to produce well-adjusted, effective teachers. 4. It can be anticipated that inner-city teachers will experience a negative change in optimism, attitudes toward teaching, general adjustment and mental health during their initial year of teaching. 5. Both suburban and inner-city teachers who enjoyed successful student-teaching experiences can be expected to have good self-perception, empathy, a favorable view of children, confidence regarding classroom discipline, and effectiveness as a teacher.