This paper addresses challenges involved in assessing and negotiating multiple viewpoints of one rural school district in the Southern Rural School system after desegregation. The SRSS Board of Education and the local superintendent were charged with ensuring that school employment and educational environments were conducive to working and learning by presenting non-hostile racial environments and conducting cultural diversity training for all school personnel. Multiple year-long diversity trainings were conducted. A training team assisted the district in transforming their educational practices and policies to meet the needs of all students, operating from a framework of comprehensive as opposed to numerical inclusion. Data collection included: interviews with district employees, pre- and post-workshop surveys about diversity, trainers'/facilitators' journals, responses to a videotape, classroom observations, community forums/dialogues, and teacher action plans. Results suggest that the conceptual framework was useful, and resistance lessened after the initial workshop. Posttest results have yet to be analyzed. Eight appendixes include: diversity training team members, schools, and training timelines; structure of diversity awareness workshops; pre/post test for diversity training; Blue-Eyed Video and outlined segments; school observation criteria for development of case studies; sample of actual school-based case studies; facilitator's guide for community forums; and sample of actual individual action plans. (Contains 10 references.) (SM)