A study was undertaken to confirm previous findings on the relation between teacher performance on the "Teacher Test of Black English" (TTBE), certain teaching behaviors (direct correction, establishing a set, and "directly relevant" teaching), and the achievement of Vernacular Black English speaking students. In addition, the study sought to determine whether workshops about Vernacular Black English would improve teacher performance on the TTBE, their teaching behavior, and pupil achievement. Subjects were 19 teachers and 228 black students. The teachers taught four lessons, two before and two following their assignment to workshops dealing with the TTBE, with successful teaching behaviors, or with pupil cognitive style (the control group). Teacher performance during the lessons was audiotaped and analyzed, while pupil achievement was measured in pretests and posttests. Correlations between the observed teaching behaviors and measures of teaching efficiency indicated some, but not strong, confirmation of previous findings (the positive relation of "directly relevant" teaching to pupil achievement). Positive relation of teacher performance on the TTBE to pupil achievement was also confirmed. Workshop treatment effects on teaching behavior and TTBE performance were moderate; there were no indications of differential effects on pupil achievement. (RL)