This study attempted to determine whether or not the teachers in a rural Georgia elementary school believed that a strict dress-code or student-uniform policy was needed to improve student behavior. A 20-item Likert Scale questionnaire was developed to measure teachers' feelings and/or beliefs concerning the students' dress code and effects on student behavior. This questionnaire was distributed to 44 teachers who taught grades 3, 4, and 5. Chi-square analyses were performed on the 41 returned surveys. Of the 20 questionnaire items, 18 showed a significant difference in the teachers' responses. Also, the percentage of responses marked "strongly agree" or "agree" was higher on 15 of the items. These 15 items upheld the hypothesis favoring a strict dress code. Teachers perceived that students would behave better and work harder on academics if they were dressed professionally. Results may be used as a further indication that dress-code policies may aid schools in improving student behavior. The survey and results are appended. (Contains 59 references.) (MLH/Author)