A study was conducted to evaluate the effectiveness of the 1966-67 Title I inservice teacher training programs in changing teacher attitudes. Data were obtained from an experimental group of teachers, instructional leaders, and consultants in the Greater Southwest. The aims of the evaluation were (1) to measure changes in the semantic-differential meaning that the teachers attributed to certain concepts (differences between teachers who had previously received training during the 1965-66 year and those who had not were also compared), (2) to measure their personality characteristics, (3) to determine the actual correlation between changes in meaning (primarily attitudes) and teacher characteristics. The criterion instrument was a semantic-differential device which measured the evaluative (attitude), potency, and activity dimensions of meaning. One projective test and four nonprojective instruments were additionally used to correlate measures. The results generally showed that ESEA Title I inservice training changed the attitudes of the teachers and leaders toward educationally disadvantaged children, especially migrant children, but had no effect on the attitudes of the consultants. (EF)