This paper presents an investigation of elementary teachers' attitudes toward Black dialects, and an analysis of these expressed attitudes in terms of specific variables--sex, age, race, and educational background. Further analyses dealt with racial balance in the class, grade level taught and perceived socioeconomic background of the pupils. Classroom observations, discussions with elementary teachers, and a review of related research and literature led to the development of the following hypotheses: (1) younger teachers will be more accepting of dialects characterized as non-standard than older teachers; (2) male teachers will be more accepting than female teachers; (3) academic background of the teachers will be reflected in the attitudes they express. Those with more degrees will be more accepting; (4) teachers with five years or less of teaching experience will be more accepting of non-standard dialects than more experienced teachers; and, (5) race will have no significant effect on the attitudes expressed. One hundred and twenty questionnaires were distributed and 99 were returned. The Language Arts-English Education Supervisor for a large midwestern school system supervised the distribution and collection of the questionnaires. Every faculty member was given the opportunity to participate in the study. A copy of the questionnaire is appended. (JM)