This mixed-methods research study examined teacher perceptions of AAVE and the ways in which different factors influence how teachers value and use African American Vernacular English in the classroom. The results of the study found that there were no significant differences in AAVE perceptions when considering the highest degree earned, grade level taught, being a speaker of AAVE, taking a college course or professional development on diversity, race, and teaching tenure. However, results indicated that region of the country and being a teacher of record for AAVE-speaking students had a positive impact on perceptions of the use of AAVE. Implications of the research findings are discussed and future research topics are recommended. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]