The purpose of this study was to examine the attitudes of a sample of black teachers toward the use of dialect reading materials for teaching beginning reading skills to black children. An interview-questionnaire method was used to gather data about the attitudes toward dialect-specific materials, using a sample of 90 black teachers in the Lansing Michigan Public School District. Eighty-four of the teachers responded to the survey. Black university students were trained to conduct the interviews, and the data were gathered in February 1973. The findings indicated that a majority of the teachers sampled were opposed to the use of dialect readers with no significant relationship between the teachers' opposition and their amount of education, the segregated or integrated nature of their precollege schooling, sex, grade level taught, or parental status. Additional findings were noted, including an apparent willingness among many of the subjects to experiment with dialect readers despite their expressed opposition to them. Primary grade teachers with relatively little teaching experience appeared most willing to test out these materials. (Author/WR)