Summary.A role definition instrument was constructed consisting of twenty‐two statements of expectations for teacher behaviour in four role sectors—organisation, general aims, motivation, and classroom management; 268 female student‐teachers and 183 head teachers of primary and secondary schools completed the role definition schedules. Mean response scores and measures of consensus were computed. Students were categorised by year of training and professional destination. Comparisons of responses within the student sample and between students and head teachers were made. Few significant differences were found between teachers of younger children and teachers of older children. A consistent pattern of change towards less authoritarian classroom behaviour was found to reach its peak in the second year students' responses. More traditional views were found in the third year group. In the student‐head teacher comparison widespread disparity between role expectations was found to exist in all four role sectors. These conflicting student and head teacher role expectations are discussed in terms of a college and a school frame of reference, and a dual‐phased process of teacher