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Increased interest in the problems associated with lower socio-economic urban schools has suggested possible differences between urban and suburban teachers. A Study was therefore undertaken to contrast the philosophic orientation, logical consistency, and teaching attitudes of elementary and secondary school teachers in two St. Louis school districts--one lower socio-economic and urban, the other, middle socio-economic and suburban. A total of 318 teachers responded to the GNC Scale of Logical Consistency in Ideas about Education and the Minnesota Teacher Attitude Inventory. Multivariate analyses of variance were used to ascertain differences between and with the two districts according to sex, age, degree, and teaching level. As a group, the suburban teachers were more logically consistent in relating their theoretical ideas to their practical views about education. The highest level was demonstrated by the suburban 20-29 age group. No differences were found between the districts in the maintenance of prescribed teaching attitudes by teachers. Results indicate that if logical consistency in educational ideas is desirable, more of the type of young teachers currently aspiring for suburban teaching should instead be encouraged to teach in urban schools. (An 11-page appendix contains data tables and a list of references.) (Author/RT)