The major purpose of this study was to contrast the responses of three groups of subjects to a language attitude questionnaire focusing on non-mainstream language patterns. The three groups were writers in the area of sociolinguistics, students who were enrolled in an experimental sociolinguistic-oriented instructional module, and students enrolled in other modules in the secondary and elementary teacher preparation programs. The results showed that positive attitude changes were made by students in the experimental group. There was also a significant difference between the posttest scores of the experimental group and the posttest scores of the control groups. There was no significant difference between the mean item score of the experimental group and that of the writers in the area of sociolinguistics. There was no difference between the mean item score of the prospective secondary teachers and the mean item score of the prospective elementary teachers on the Language Attitude Questionnaire. (Author/RB)