Teachers and principals who were involuntarily reassigned to integrate faculties in the Chicago public schools were surveyed about their transfer experiences. Transferred teachers but not transferred principals believed the reassignments would result in a decline in student achievement. Most transferred staff rated their integration assignment as equally or more satisfactory than their previous assignment on five of seven dimensions. However, non-minority and experienced teachers were generally dissatisfied with their new post. Increased commuting distance was the largest source of staff complaints. All staff reported minimal support at their new school. (Author)