The purpose of this study was to (1) compile a list of English teaching objectives based upon a study of the literature, (2) discover teachers' attitudes toward these objectives, and (3) compare the attitudes of the teachers grouped according to age, sex, community composition, level of teaching, academic training, college major, longevity, and student ability. The study tested the hypothesis that these characteristics do influence English teachers' attitudes. Procedures included a survey of the literature, a classification of objectives into categories, and the construction of a five-point data gathering questionnaire which was circulated with a 68.7% return and a reliability quotient of .70. It was concluded that (1) the acceptability to teachers of a majority of the objectives was significantly related to one or more of the professional characteristics, (2) English teachers are more interested in practical goals directly related to the study of English than in some of the social and humanistic implications of the teaching of English, and (3) professional characteristics influence teachers' attitudes but not to the extent that neat formulae for predictability can be justified. (Author/DD)