The purpose of this dissertation was to investigate the attitudes of teachers of Spanish as a foreign language toward teaching Spanish to Hispanic American students--students who often possess oral fluency in Spanish but lack reading and writing skills in Spanish. The research was guided by four questions about the teachers' attitudes toward the use of Spanish, teaching of Spanish as a heritage language to Hispanic students, and the use of English at home and at school in the United States. Data were gathered from 48 teachers and two surveys, the Attitudes of Teachers of Spanish as a Foreign Language Survey and the Language Attitudes of Teachers Scale (LATS). Findings indicated that Spanish heritage courses should be taught separately from Spanish foreign language courses, because the linguistic and cultural needs of Hispanic students differ from those of other students. Participants identified several obstacles to the implementation of heritage programs and felt that more support from school administrators; better motivation of Hispanic students; more teacher training; more material resources for curriculum, assessment, and instructional materials; and more coordination with guidance counselors was necessary to overcome these obstacles. (Contains four appendices and 72 references.) (KFT)