This paper analyses how teachers’ discourse and attitudes affect students, by focusing on linguistic and extralinguistic ideologies present in the educational context. The study shows how teachers affect students through discourse and when their discourse is considered as a tool for motivation, and when it is not, as well as how discourse is used to establish authority. The data was collected through sociolinguistic interviews. Ten participants were asked to take part in this research and had to answer thirty-two questions regarding their high-school experience. The questions were divided into seven modules, with four modules investigating specific subjects: Maths, Croatian, English and Second Foreign Language. The participants stated their opinions on the use of the standard and nonstandard varieties in formal education. Even though all the participants shared the same opinion when asked about the use of the standard variety in formal education, some expressed that they did not mind the occasions when their teachers would use the nonstandard variety, e.g. the Kaykavian dialect. The study also found some extralinguistic ideologies, e.g. the ideology of male supremacy, the ideology of superiority, as well as the ideology of equality in the classroom. The results show that, in terms of creating a more inclusive environment, teachers could introduce more discussions in class in order to help the students state their opinions, as well as learn how to accept other people’s views. Through discussions and dialogues, teachers can gain insight into their students’ attitudes towards their classes and how well they are acquiring knowledge.