One hundred and forty-five Head Start teachers, from lower-middle class families, attended a workshop in 1965 before working in the Head Start program. During the workshop and again in 1967 they filled out autobiographical and experience forms. The forms were used to test three hypotheses regarding differences associated with differential teaching experiences. Teachers were grouped according to their years of teaching experience and type of experience; i.e., general or with the culturally deprived. Results by analysis of variance indicated significant differences between groups of teachers on variables measuring teachers' perceptions of the effectiveness and acceptance of Head Start, their awareness of the effects of cultural deprivation, their perceptions of their success as Head Start teachers, and a comparison of Head Start and non-Head Start children from similar environments. Generally, the more general the experience, the more stable and positive were the teacher attitudes. The same was true with teachers with no experience or six or more years of specific experience. Due to cognitive traces from previous experience, experienced teachers had greater insight into problem areas and could more easily incorporate new experiences with the culturally deprived. All attitudes of all groups were positive. Areas for additional research in this subject are suggested. Ten tables and several graphs are given. (DO)