This study sought to discover if attitudinal research should discriminate between psychological domains. The purpose was also to discover any significant differences between the dance attitudes of French Canadian children taught by a "home" teacher (French speaking) or by a "foreign" teacher (English speaking) after participation in four dance sessions. Neal's Dance Attitude Inventory (1985) was used to collect data. Subjects were girls (N=50) and boys (N=56) enrolled in co-educational third-grade classes at two schools in Quebec, Canada. The total score range was 30 to 120, with scores of 12 to 48 in the affective and the cognitive domains and 6 to 24 in the behavioral domain. Significant shifts between pretest and posttest scores were found in the English group; and in the cognitive domain for girls and boys in the French group and for boys in the control group. The results lend support to attitude research which discriminates between domains because a shift in one psychological domain does not mean that there will be a shift in other domains. The study also provides support for a shift in subjects' affective dance attitudes due to direct participation whether or not the teacher speaks the native language of the subjects. (JD)