According to the U.S. Department of Education, 39% of public school students were considered to be part of a minority group in 2000, as opposed to just 22% in 1972. Although the increased diversity offers many opportunities for staff members and students to learn from one another, not all members of the school community adjust quickly to a changing environment. Some community members may lack knowledge or awareness of racial or cultural groups that are different from their own, which contributes to the likelihood of racial and ethnic friction at school. Community Relations Service (CRS), a unique component of the U.S. Department of Justice, provides assistance to schools and communities experiencing conflicts that arise from race, ethnicity, and national origin. One of the main tools used by CRS to address racial concerns in schools is the Student Problem Identifying and Resolving Issues Together (SPIRIT) program, a structured two-day dialogue and problem-solving workshop that involves students, teachers, school administrators, school security officers, and local law enforcement officers. In this article, the author describes how the SPIRIT program has helped two schools--Damascus High School in Montgomery County, Maryland and William Penn High School in New York City School District--improve race relationships within their campuses.