This paper deals with six sets of concerns and suggestions that arise as attitudes toward urban teaching are assessed. The first set arises from the complexity of measuring attitudes. It is strongly recommended that critiques of attitude data be based on plausible rival hypotheses. The second set involves the identification of beliefs related to a specific attitude. The operational definition of an attitude should be re-examined periodically in terms of other potentially influential beliefs. Two more sets of concerns are related to making supplementary observations in order to interpret responses, and locally validating an instrument. Additional observations should include some in-depth information from a few respondents in each survey group. A fifth set of concerns is related to criteria for determing when measurements have practical significance. The last set involves the search for subtle differences in the data collected. (BW)