We used multimedia surveys to investigate secondary mathematics teachers' reactions to storyboards that represented episodes of instruction. Participants were asked open-ended questions about the storyboards. We analyzed the responses to the open-ended questions for evidence of the attitudes (Martin & White, 2005) that participants conveyed about the episodes. We found that, when presented with storyboards that depart from what is hypothesized to be routine instruction, participants' open responses included significantly more negative than positive linguistic markers of attitude. At the same time, when participants were shown storyboards that represented what routinely happens in classrooms, markers of positive and negative linguistic markers of attitude occurred with equal frequency. [For the complete proceedings, see ED583989.]