This study examined the nature of teachers' attitudes about conflict and their beliefs about the value of cooperative learning. Taking a confirmatory approach, one purpose was to examine the underlying structures of teachers' conflict attitudes and their beliefs about the value of cooperative learning. The overarching goal of the study was to understand the nature of the relationships between these two theoretical constructs. Participants in the study included teachers of pre-kindergarten through grade 12 in a southeastern U.S. school district. Teachers responded to a 52-item questionnaire measuring conflict attitudes, cooperative learning beliefs, and demographic data. Using three recognized goodness-of-fit indices, four factor-analytic structural equation models were evaluated to determine their fit with the sample data. Each of the four models was rejected and determined to constitute a poor fit. Traditional factor analyses produced five latent variables, which were included in an elaboration process designed to interpret the nature of relationships among teachers' conflict attitudes and their beliefs about the value of cooperative learning. The analyses showed that negative views of conflict affect teachers' beliefs about cooperative learning while positive conflict attitudes exercise only minimal influence. The study concluded that teachers value cooperative learning highly and that conflict attitudes are contingent, rather than dichotomous. Conflict attitudes may depend on a number of factors that were unmeasured in this study, such as the manner in which students manage conflict or the nature of conflicts in which students engage. Recommendations for staff development and instructional leadership efforts include explicit instruction in the comprehensive use of structured cooperative learning, as well as attention to teachers' belief systems and attitudes about student interaction and learning. Further recommendations for practice include the deliberate inclusion of intellectual conflict in instruction and the cultivation of a conflict-positive school climate. Recommendations for future research include the use of path analysis as part of a sequential mixed-methods study that addresses the complex mediating variables that influence the relationships of interest in this study.