This study explored the issue of respectability and the changing image of public school teachers through interviews with 140 teachers of color in 3 urban school districts--Cincinnati (Ohio), Seattle (Washington), and Long Beach (California). Almost half the respondents felt that either the negative image or low status of teaching was one of the reasons that students of color were not entering the profession of teaching. This assessment seemed to have little to do with money and a great deal to do with self-respect as defined in terms of dress, posture, and "class." A strong consensus indicated that a professional image was important to people of color. Though reasons for this varied, they appeared to be a combination of a need to be acknowledged as a college graduate versus a laborer, and a desire to gain respect that many felt was lacking from the dominant culture. When asked whether there had been a decline in respect for teachers, participants' responses were mixed. Many perceived themselves as leaders within their communities, as professionals, and claimed that their communities and their families did respect teachers. A conclusion is that a general devaluing of teaching among the majority culture may be the most significant influence on minority teachers' sense of reduced respect. (JB)