Children who stutter (CWS) are placed at risk for being teased and bullied in Primary school (Blood & Blood, 2004; Blood, Boyle, Blood & Nalesnik, 2010; Evans, Healy, Kawai & Rowland, 2008; Langevin, Kleitman, Packman & Onslow, 2009) due to negative peer attitudes and perceptions (Blood & Blood, 2004; Blood et al., 2010; Evans at al., 2008; Langevin et al., 2009). Negative attitudes and interactions result in CWS being viewed as different or disabled leading to social rejection (Evans et al., 2008). Social rejection may lead to long term negative consequences such as reduced academic and social interactions, depression, and negative self-perceptions (Ferguson, Miguel, Kilburn & Sanchez, 2007; Hawker & Boulton, 2000) and are harmful if not urgently addressed. This is prevalent in the adolescent population due to stress and rapid changes of emotion at this age (Evans et al, 2008). Attitudes and perceptions overlap (Foster, 2006) which is useful as negative peer attitudes may lead to negative perceptions towards CWS (Blood & Blood, 2004; Blood et al., 2010; Evans et al., 2008; Langevin et al., 2009). While the relationships between attitudes, attitude change and behaviour change are complex and multifaceted (Prochaska, Redding & Evers 2008), this study focusseson f attitude as the precursor for change. (Scott, 2000). This study does not focus on behaviour change. Attitudes are described as an individual's evaluation of issues, objects and other individuals. The evaluation of another person or object can be positive or negative (Petty, Wegener & Tormala, 2003) Furthermore, attitude formation is known to continuously change over time, (Krahe & Altwasser, 2006) as it is learnt and shaped (Foster, 2006).