During this investigation, information was gathered about attitudes held by Mexican American and Anglo children concerning members of specific social or ethnic groups, determining whether the attitudes developed by children in a bilingual education program were different from those of children who had been solely exposed to English education. The subjects were 27 third graders who had been in the bilingual program since kindergarten, and a control group of 31 third graders from a monolingual program. The technique used was the matched-guise method in which each of several bilingual speakers read different passages in varying languages or dialects. The subjects' differential attitudes toward social or ethnic groups were indicated by the ratings they gave to the same speakers using different languages or dialects. Major findings were that the upgrading of the speech varieties characteristic of the subject's own ethnic group seemed somewhat less pronounced among the Anglos in the bilingual program and that the matched-guise effects showed no upgrading of Spanish among the Mexican Americans in the monolingual group. (PS)