A quasi-experimental design was employed to determine the effects of a workshop, designed to familiarize teachers and counselors with a technical institute in the North Carolina Community College System, on knowledge and attitudes related to the programs and practices of the institution. Subjects were assigned to experimental and control groups by county of employment and teaching level using a randomly stratified plan. The Test for Evaluation and Planning (TEP), developed for the study, was administered as a pretest for the experimental group, a post-test for the control group, and a four-month followup of the experimental group. Null hypotheses were tested for effects on the criterion variables knowledge and attitudes, their relationship to selected variates, and their durability over time. The variates county of employment, teaching level, prior educational experience with the institution, sex, race, and degrees were not found to be significantly related to changed attitudes. However, race was significantly related to performance on a test of knowledge. A four-month followup indicated significant losses in knowledge and attitudes from post-testing but both remained significantly more positive than for the control group. The major conclusion was that the workshop had created durable changes in attitudes and knowledge. (Author/MS)