The purpose of this study was to change preservice teachers' attitudes toward black English in a positive way. The students were shown that the deep structure of black English and standard English is the same; it is only the surface structures of the two dialects that exhibit variations. Pre-test data garnered from the control group and the experimental group found no statistically significant difference in their attitudes. After ten weeks of instruction, a significant difference at the .05 level was found to exist between the two groups on attitudes toward language and dialect. It was concluded that teaching a comparative study of standard and black dialect by using transformational grammar to indicate the similarities in the deep structure of the two dialects can create enough cognitive dissonance among preservice teachers that their attitudes toward language in general and dialect in particular become significantly more positive. It may also create enough change to influence behavior, though only a trend in this direction was established. (Author/RB)