In this paper, we examine social psychological correlates of teachers' linguistic diversity attitudes. We surveyed 191 regular-classroom teachers in 3 states (Arizona, Utah, and Virginia) to determine the relative effects of psychological insecurity, political ideology, cognitive sophistication, and educational level on language attitudes. Region of the country was included as a contextual variable. We tested the effects of education and cognitive sophistication on tolerance of language minority groups. Psychological insecurity measures and political conservatism were associated with negative language attitudes. Cognitive sophistication but not education was related to positive language attitudes. Teachers from Arizona had more positive language attitudes than did their counterparts in Utah and Virginia. We discuss the implications of our research for inservice and teacher-education programs directed toward constructive attitude change around language diversity issues.