A teacher survey was conducted in order to collect information on the cultural background of French-speaking Acadian ("Cajun") students in Louisiana and its possible effects on their school achievement. Teachers in selected predominantly Cajun communities were asked to respond to questions which covered: learning style, language, and experiential background, achievement in reading and language arts, parental attitude and school support, and any unique interests and beliefs of the children of which teachers should be aware. Over 200 teachers responded to the questionnaire. Among the more significant responses was the frequency with which teachers noted language and vocabulary deficits. Although the Cajun dialect was cited by many as a factor in poor performance on traditional grammar drills, of much greater concern was the deficiency of language development as it related to general vocabulary knowledge, and the ability of the students to express ideas orally and in written form. Because of the large numbers of low socioeconomic families in Cajun communities, language deficits were often blamed on lack of travel, few books in the home, and parents' speech patterns. Cajun children were described as cooperative, creative, and sensitive. Their "unique interests" are love of animals and nature. (KH)