Problem Statement: Today, it can be said that all kinds of discrimination are becoming increasingly widespread. Considering the fact that all the institutions in a society are inextricably intertwined, it is very important to study the concept of “discrimination” from the point of view of education. First of all, there is a need for a descriptive study to show discriminatory attitudes and their relationship to some socio-demographic characteristics of students, who are attending education facilities to become future classroom teachers. Only after identifying their attitudes, will it be possible to make suggestions as to what can be done in those facilities and then recommendations can be put into practice. Keeping these ideas in mind, the present study attempts to identify discriminatory attitudes of students attending classroom teaching departments, in some of the Education Facilities in Turkey.

Purpose of the study: This study aims to reveal relationships between prospective classroom teachers’ discriminatory attitudes, and some socio-demographic variables.

Method: The sample of the study consists of 840 first- and fourth-year students, attending Classroom Teaching Departments in some colleges of education, in Turkey. Within this framework, the study utilizes a descriptive survey method. The study is said to be a cross-sectional sampling, in terms of the comparison of first and fourth grade students.

Two types of data collection tools were used: A Discrimination Attitudes Scale (DAS), consisting of four sections, and A Student Personal Profile Form.

Findings and Results: The findings show that female students had lower discriminatory attitudes, when compared with male students. Additionally, similarities existed between the first and fourth year students’ discriminatory attitudes, although these attitudes tended to decrease towards the last (i.e., fourth) year. It was also observed that the education level of the mother was influential in the attitudes, and that discriminatory attitudes tended to decline from villages to cities.

Conclusions and Recommendations: In conclusion, the lack of differences in the discriminatory attitudes of the first and fourth year students, in the expected direction, suggests the need to discuss to what extent we are successful in educating contemporary elementary teachers. With regard to contributing to peace at home and in the world, it is essential to take into consideration the discrimination issue, during the process of selection, placement and assessment, of elementary teachers. There is a need for further study in the area of evaluation of teacher training programs, within the hidden curriculum framework.

Keywords: Prospective Classroom Teachers, Classroom Teacher Training, Discrimination