This study to determine whether there was a relationship between the language orientation of Chinese-American primary-grade children in the San Francisco Unified School District and their racial/ethnic attitude. Generally, Chinese-Americans are monolingual Chinese speakers (MCS), monolingual English speakers (BECS). These three linguistic groups of Chineses-American children were compared in this study to determine the existence of a language orientation-racial/ethnic attitude relationship. A review of the literature shows that 1) language, thought, and perception are interrelated, 2) racial attitudes are significant factors in American society, 3) attitudes and behavior are interrelated, and 4) children develop racial/ethnic attitudes at an early age. The problem incorporates each of these areas, while focusing on the dependent variable of racial/ethnic attitude.