A study examined prevailing views on the role of errors and on error correction held by teachers and other school-related personnel in contact with second language learners. An error perception inventory was administered to a group of school personnel (69 teachers and 18 other personnel) completing a graduate-level training program. Of these, 35 were bilingual and 52 were monolingual. The 15-item inventory measured, on a Likert-type scale: (1) degree of awareness regarding the pedagogical value of errors in developing second-language competence and performance; and (2) general attitudes toward error correction. Teaching status and classroom type were used as variables for data analysis. Results indicate that teachers in general have a better attitude toward second-language learners than other school personnel. Bilingual teachers did not demonstrate more awareness of the useful role of errors than did English-as-a-Second-Language or traditional classroom teachers. A 27-item bibliography is included and the error perception inventory is appended. (Author/MSE)