This report summarizes perceptions of Latino teachers concerning their professional preparation, their working environment, and school/community characteristics that affect the achievement and attainment of Latino students. A mailing of 1,252 survey questionnaires to members of the Association of Mexican American Educators was conducted. Of the 438 respondents, 156 were Latino teachers. Respondents were mostly women (77 percent), principally bilingual, had an average of 11 years teaching experience, and generally taught at the K-6 level. Fifty-five percent had earned master's degrees or credits beyond the master's level. Most teachers taught at schools that are considered "low wealth," and the majority viewed overcrowded classes as a moderate or serious problem at their schools. Sixty-two percent of respondents indicated that financial cost was a major barrier to Latinos pursuing teaching careers, along with insufficient individualized faculty counseling and poor preparation for testing requirements. Of those respondents working at the K-6 level, only 41 percent felt they were well prepared to teach Latino students and only 34 percent felt well prepared to teach limited-English-proficient students. As a group, respondents indicated a high level of satisfaction with their jobs. However, 65 percent indicated that fellow teachers had lower expectations of Latino students than of White students, and 53 percent felt that they were typecast into activities related to their ethnicity and that these activities increased their workload beyond that of the average teacher. As a result, 51 percent of respondents plan to leave classroom teaching within the next 5 years, and half of those leaving the classroom plan on leaving education altogether. (LP)