This study sought to reveal teachers' and administrators' attitudes and opinions toward bilingual education. A questionnaire was administered to staff members both in and outside the bilingual program at Roberto Clemente school (a predominantly Hispanic school in Newark, New Jersey) in order to determine attitudinal commonalities and/or differences among those in and outside the program. It was hypothesized that teachers not involved in the bilingual program would tend to reject the program's operational procedures, though not necessarily its philosophy. It was also hypothesized that teachers involved in the program would tend to accept both the procedures and the philosophy, though their acceptance may be based on factors related to personal security. Analysis of collected data indicated that regardless of the individual teaching position at the school, teachers' attitudes and perceptions toward bilingual education, its implications, and its implementation were at variance and often contradictory. This paper includes a copy of the questionnaire used in the study, as well as a review of related research on teacher attitudes toward bilingual education. (Author/GC)