A six-week summer training institute designed to provide participants with the skills and understanding needed to help student teachers and beginning teachers to perform successfully in racially mixed schools and classrooms was attended by 119 elementary and secondary school teachers and administrators (approximately half Negro and half white) from 51 public and Catholic schools in four Louisiana school systems. Methods used to present program content (on history, sociological and psychological factors which define and illuminate the problems of segregation and desegregation, theories and principles of intergroup understanding and communication, and the process of problem analysis and solution) included large-group lectures by 14 consultants; discussions within the five subgroups, each led by two staff members; field trips to educational, recreational, and cultural programs in summer school and community settlement house activities; and library readings from collections on campuses of the five participating institutions. Each school (Dillard, Loyola, Tulane, and Xavier Universities and St. Mary's Dominican College) provided facilities for one week of the instructional program. (Included are the five-page evaluation questionnaire with results and lists of participants, staff, and consultants; of school and community facilities visited; and of 292 publications on the reading lists. (JS)