The formation of the South African Democratic Teachers Union (SADTU) has raised a number of questions about the strategic orientation of teachers in South Africa. These questions are regarded in light of recent political and social changes in the country. Most teacher organizations are reluctant to disband in favor of the new union. The experience and political orientation of "coloured" teachers in Durban (South Africa) were studied. Section I of this report describes methodological considerations and the theoretical framework for the study. Section II deals with the analysis and interpretation of the findings. Subjects were 81 teachers in 11 schools. In the Durban area, colored teachers as a whole do not have a tradition of resistance to apartheid, but they cannot be separated from their sociopolitical context. Most colored teachers in Durban have been teaching a relatively short time, reflecting the new growth in education in their community. Many of the respondents were satisfied with many aspects of their work, but many expressed dissatisfaction with other aspects that appear to erode teacher autonomy over their work, bringing the work of teachers closer to that of the working class, and making the teachers less representative of the middle class. Findings also show a link between respondents' dissatisfaction and their attitudes toward the education department. Findings further suggest that individual colored teachers in Durban are engaged in individual strategies to acquire upward mobility. In Durban, these teachers are subjected to a number of social and political conflicts that pull them in different directions. There is, however, an objective basis for these teachers to be included in the establishment of a national democracy in South Africa. The teacher survey and a memorandum from the local teachers' organization are included. (Contains 12 tables and 27 references.) (SLD)