This study analyzed racial-attitude change that eleventh-grade students underwent after reading black literature contained in a Black Literature Package (BLP). Three intact classes of 65 students taught by one female English teacher in a nearly all-white school located in central Pennsylvania were involved in this experiment. Findings suggested that black literature read by eleventh-grade students for five weeks independent of or in conjunction with the teacher did not change negative racial attitudes; state legislation which mandated teaching about blacks may have promoted responses in students different from the ones intended; students who experienced concentrated exposure to black literature may have developed polarized attitudes which frustrated the positive effects of black literature; students, in large and small group discussions, suggested that black literature should be taught in its chronological, historical, literary, and artistic settings within American literature; and writers of articles which appeared in the "English Journal,""College English,""Elementary English," and in other language arts publications need to temper their promotional recommendations of black literature as an effective agent for changing racial attitudes. (Author/RB)