This study investigated the judgmental reactions of 33 white and Negro inner city teachers to speech samples of 40 boys and girls who differed in social status and ethnic background. Teachers were asked to make candid responses on a set of semantic differential scales designed to determine (1) the extent to which teachers can be grouped together in terms of their common attitudes toward children's speech and (2) the extent to which groups of teachers can be contrasted and compared with each other in terms of teacher characteristics, child characteristics, rating scale characteristics, and selected characteristics of children's speech. The teachers were grouped--using factor analytic techniques--according to four types of attitudinal responses to children's speech. These four types were divided, both within and between types, roughly along lines of the teacher's race. The teacher types differed in the kinds of judgments made and in the accuracy of those judgments when responding to the speech samples of different types of children. (Author/JM)