The paper investigates Greek teacher attitudes towards the integration of (geographical) linguistic

varieties in high school curricula through quantitative and qualitative sampling research carried out in

Rethymno, Crete. One of the aims of the paper is to draw conclusions about how teacher attitudes affect

the implementation of geographical varieties in language teaching. Attitudes of language instructors

towards dialect-speaking students are, in general, positive. Although high school teachers mostly reject

teaching proposals favouring the use of geographical varieties, the majority of participants in our study

acknowledge that all linguistic varieties are “equal to (standard) Modern Greek” (90%). Finally, high

school teachers agree that the introduction of dialect varieties in secondary education should take place

under specific conditions, a claim which points out teachers’ belief that such a project requires careful

planning. The findings of this study are in line with previous research and underlines the fact that the

educational community is mature enough to work on the integration of dialectal varieties in secondary

education curricula.