Social-distance attitudes of preservice teachers from middle and lower social classes toward minority and national groups are examined. Social distance, the aloofness and unapproachability of persons of different social strata, is both a symbol of class standing and a means of maintaining the existing distinctions in rank. The Bogardus Social Distance Scale was administered to 251 Mankato State preservice teachers who responded to the degree of intimacy they would allow to members of outgroups. Social-distance attitudes of preservice teachers from upper-middle and lower-middle, upper-middle and lower, and lower-middle and lower social classes were measured. The effect of educational home background (high-school diploma or partial college) on the difference in social distance attitudes was also considered. The results indicate that teachers from the upper-middle social class tend to have a significantly greater social distance attitude toward minority and national groups than teachers from either lower-middle or lower social classes. The social-distance attitudes of the preservice teachers toward minority groups appear to be related functionally to the social status positions of the teachers' families as defined by educational attainment. (Author/DE)