How self-concept, peer relationships, and assertiveness among the teacher education students in state educational institutions might be influenced by certain personal and non-personal factors were ascertained in this investigation. Four hundred ninety eight (498) randomly selected students were the subjects of the study. This descriptive research utilized two standardized instruments, the Self-Concept Test (Everly, 1979) and the Assertiveness Scale (Dubrin, 1985) and a researcher-made questionnaire on peer relationships. Means, and standard deviations were employed as the descriptive tools and the t-test for independence, the One Way Analysis of Variance, the Stepwise Multiple Regression Test, and the Pearson's r set at .05 alpha level as inferential statistics. Results showed that the students in state universities and colleges in Iloilo had "moderate" self-concept, had generally "strong" peer relationships, and were "assertive." The students differed significantly in their self-concept when grouped according to sex--with female students reflecting higher self-concept degrees than their male counterparts; in their peer relationships when grouped according to school--with NIPSC students indicating very strong peer relationships; and in their assertiveness when grouped according to school--with WVSU and NIPSC students showing more assertive behavior and sibling rank--with the only child showing the least assertive behavior. School, sex, sibling rank, income, and number of siblings were predictive of the students' peer relationships. Sex was the only significant predictor of the students' assertiveness. Finally, the students' self-concept and peer relationships were significantly but negatively correlated.