This study focused on one of the suggested causes of the poor academic performance evident among many black, lower socioeconomic status children, namely teachers' attitudes toward Black English. There is considerable empirical evidence to suggest that speakers of Black English are evaluated as inferior to speakers of Standard English by their teachers. Furthermore, research findings indicate that teacher expectancy influences children's achievement. Thus, the opinions teachers form of students on the basis of their non-standard speech patterns may be, in part, responsible for the poor academic achievement evident among many black children in our schools. The results of a survey in which undergraduate education majors were asked to anonymously respond to statements about Black English are reported. The findings are discussed in terms of changes in teacher education which appear necessary in order to better prepare teachers for their role of working with nonstandard English-speaking students. (Author)