This study investigates the intelligence and values of diploma-level teacher trainees with reference to sex, locality, family income, and type of institution. A sample of 124 teacher trainees (62 male and 62 female) from training institutions in Erode district, Tamil Nadu, was selected through random sampling. Data were collected using Raven’s Progressive Matrices (RPM) and the KM Shashi Gilani Value Assessment Test. The findings reveal no significant differences in values and intelligence with respect to sex and locality. However, family income significantly influenced both values and intelligence, while type of institution significantly affected intelligence but not values. The study concludes that intelligence and values are essential qualities for effective teacher trainees, and these attributes must be systematically nurtured during training. The results provide useful insights for curriculum planners, educators, and policymakers to design training programmes that enhance the personal and professional growth of future teachers.