This quasi-experimental study was conducted to assess and address the instructional needs of students who use a nonstandard English dialect for subject-verb agreement in their writing. Fifty-four students of diverse ethnicities in remedial English courses were divided into control and experimental groups. The researchers used four different measurements to assess the students' writing attitudes and to determine their awareness levels for writing Standard English subject-verb agreement. This preliminary study produced strong implications for the teaching of Standard English rules for subject-verb agreement to students who use nonstandard subject-verb agreement while writing English. Further research that implements the instructional methods from this study is needed. (Contains 8 tables.)