Sociolinguistic attitudes of 160 high school students, 160 parents or other adults, and 40 high school teachers were studied through questionnaires administered in four South Carolina schools. Results indicated that a majority of students and teachers felt that dialect differences interfere with communication in the classroom, but that eradication of dialect differences is not the solution. A majority of black parents and of both black and white teachers preferred a bidialectal approach, whereas white parents and students of both races preferred a school language program which tolerates all dialect differences. All groups of respondents saw little correlation between a person's dialect and the ability to achieve an education, but black respondents felt that nonstandard dialects are an obstacle to social and economic upward mobility. (Author/AA)