The purposes of this study were (1) to identify through the Teacher Problem Inventory the perceived problems of selected teachers of two different types of Catholic elementary inner-city schools in Chicago and (2) to compare through the California F-Scale the perceived problems of open and closed-minded inner-city teachers of selected Catholic elementary schools in Chicago. Responses of the teachers to the Teacher Problem Inventory were considered in relation to the teachers': age, sex, race, number of years taught in the inner-city, type of schools, open or closed-minded and religious or lay teachers provided the basis for data analysis.