In March, 1965, seven hundred and seventy seven (i.e. almost two-thirds of the total) Minneapolis elementary school teachers completed a questionnaire expressing agreement or disagreement with each of 186 statements about disadvantaged children. The modal respondent was white, female, married, from the Midwest, of middle-class origins, of average age 40, recipient of a B.A. or B.S. degree, and with little or no experience with disadvantaged children. Samples of 200 teachers considered effective with low income children and 100 considered ineffective were selected. An analysis of responses suggests that the effective teacher, in contrast to the ineffective teacher, accepts the physical deprivation of the disadvantaged, recognizes racial and social discrimination, does not stereotype disadvantaged children, finds teaching the disadvantaged pleasant, accepts the liabilities of disadvantagement non-punitively, and accepts the existence of minority subcultures. Few background variables were related to these attitudes, and those relationships were slight. Most teachers indicate desire for improved training in teaching disadvantaged children. (JM)