Demographic changes are causing leaders in education, business and civic affairs to address new questions about racial and ethnic diversity. What opportunities does diversity provide? What difficulties does it create? What changes are needed in the ways that people look at problems, define solutions and do the everyday business of their lives? The experiences of parents, educators and community people in a school-community partnership in Saint Paul, Minnesota offer valuable insights for people who are trying to answer these questions. The partnership was part of Supporting Diversity in Schools (SDS), a program that works in three arenas: system change in elementary and secondary education, diversity and racial equity, and organizational collaboration. The aim of SDS is to bring together schools and community organizations to work on issues of racial equity in order to increase the school success of children of color. Sahaka Siksa Kaun Khmer (Cambodian Children's Education Partnership) was created in September 1989 as one of the first SDS partnerships. Sahaka (as it was called for short) was regarded as one of the most promising of SDS's five partnerships. Trust among participants appeared to be high, and creative planning had yielded a schedule of activities that held significant promise for reaching the goals of SDS. But, by June 1992, the participants in Sahaka had dissolved the partnership. While most admit to having feelings of goodwill, positive memories and excitement about personal growth, much can be learned from the events that led to the disappointment, anger and resentment that dominated people's interaction during the last months of the partnerships. The report describes lessons learned about the interaction of human relationships and organizational structures toward accomplishing tasks, about the importance of learning from mistakes, and about the confusion that results when people bring conflicting world-views to a task. The report contains three major sections. The first chronicles the events in the partnership since 1989, the second reflects on the issues that those events raised, and the third looks at the impact of the Sahaka experience. Except for the SDS program and the Sahaka partnership, all individual and organizational names within the report are pseudonyms. (GLR)