It was the purpose of this study to evaluate the pre-service and in-service education of English teachers of culturally disadvantaged students in the state of Georgia. Interviews, in which questionnaires were used, were conducted in 12 colleges and universities, with 15 rural and urban English teachers, and with English supervisory personnel. The evaluation criteria included: specific selection of teachers for the disadvantaged; wide study in allied fields which broaden the teacher's knowledge and understanding of culturally disadvantaged students in reading, writing, and speaking and listening; and study of specific materials and methods believed to be successful with disadvantaged students. The findings showed that the Georgia English teacher is not adequately prepared to teach English to the culturally disadvantaged student; that preservice programs need to offer additional study in language development, dialect study, reading extension and development, writing difficulties, listening problems, cultural background of the disadvantaged, pedagogical methods, adolescent literature, and black literature; and that in-service programs lack continuity, purpose, and direction. (Author/DB)