Whichever way one looks at it, teachers are not children's first choice for a role model. This is so despite persistent claims, especially in the Western media and from governments, that male teachers acting as role models can improve behaviour and achievement, especially for boys. Most research within the European arena suggests that family and peers are far more important to children as role models than their teachers are. Data from 379 children aged 10 to 16years, in 2 primary (elementary) and 2 secondary schools in England, first collected and reported in 2003, have been re-analysed and extended interpretations of their meaning sought. While the initial findings (rejection of teachers as role models) are confirmed the re-analysis suggests something more complex i.e. that children tend to choose to model 'deep', emotional and personal support characteristics derived form their close family and peers, such as help and care, and that they choose to model 'surface', public image, external type characteristics, such as fame, wealth etc from the media, 'pop stars', athletes etc. Equally, if not more important, is the finding that this general principle varies subtly across age group, gender and social class. The study has inquired directly of children about their role models, and about what they regard as important attributes for a role model. This revised paper will compare and contrast the range of role models adopted by children in primary and secondary schools, and from different socio-economic groups.