The purpose of this study was to investigate the effects that an instructional program in Black English would have on the acquisition of knowledge of Black English phonology and grammar by teacher participants, and the attitudes of teacher participants toward the speakers of Black English. The sample consisted of two groups from the same basic population. Analysis of covariance for the posttests of knowledge of Black English phonology and grammar indicated a significant difference beyond the .001 level. It was concluded that knowledge of Black English phonology and grammar can be acquired by teachers if the rules and patterns governing Black English are taught in a planned program; experimental subjects had a more positive attitude toward speakers of Black dialect than did the control group; there is a significant positive relationship between knowledge of Black English phonology and attitude toward speakers of Black English; and there is a significant positive relationship between knowledge of Black English grammar and attitude toward speakers of Black English. (Author/RB)