One hundred and eighty-eight Georgia school system superintendents were polled in the Spring of 1976 as to their perceptions and experiences concerning the effects of school integration. This paper presents the results of this investigation. Three broad areas were selected for analysis: (1) integration outcomes affecting the public schools, (2) community-related integration outcomes, and (3) busing as an educationally justified method for accomplishing integration. An analysis of survey responses suggested that black students were perceived as being the primary recipients of educational benefits since school system integration. Specifically, it was the expressed view of the vast majority of responding superintendents that educational opportunities had increased for black students. Relatively few superintendents felt that there was a corresponding increase in educational opportunities for white students. Additionally, many superintendents expressed the view that educational opportunities provided for white students had actually decreased. A clear trend was in evidence with respect to black student school attendance. Indications were that black students were attending school more regularly than before school district integration. Superintendents' perceptions of integration outcomes clearly suggest that racial tensions between black and white students existed. Discipline problems also increased in integrated schools. Finally, the vast majority of responding superintendents believed that busing is not educationally justified as a basis for accomplishing integration. The results of this poll must be viewed with caution since there is the possibility that actual integration outcomes may differ from the perceptions of those held by the superintendents polled. (Author/AM)