BECAUSE OF THE TEACHER'S FEAR OF DIFFICULT SCHOOLS, HER RESISTANCE TO TEACHING IN THEM, AND HER LACK OF UNDERSTANDING FOR THE LOWER CLASS CHILD, HUNTER COLLEGE'S PROJECT TRUE SET UP A PROGRAM ORIENTING EDUCATION STUDENTS TO LOWER CLASS CULTURE. THE STUDENTS' REACTIONS WERE STUDIED TO DETERMINE WHETHER OR NOT THEIR NEGATIVE ATTITUDES CHANGED. FOUR 1-HOUR SESSIONS OVER 4 WEEKS FEATURED A PANEL OF SEVERAL TEACHERS, EACH SESSION WAS DEVOTED TO ONE TOPIC--(1) DISCIPLINE, (2) FAMILY AND NEIGHBORHOOD BACKGROUND, (3) HOW CHILDREN LEARN, (4) HOW THE SCHOOLS HELP THE BEGINNING TEACHER. TO OBTAIN STUDENTS' ATTITUDES, TESTS WERE GIVEN BEFORE AND AFTER THE SESSIONS. RESULTS SHOWED THAT BOTH THE EXPERIMENTAL AND THE CONTROL GROUPS WERE SOLIDLY MIDDLE CLASS. HOWEVER, THE EXPERIMENTAL GROUP SHIFTED TOWARD A MORE POSITIVE ATTITUDE WHILE THE CONTROL GROUP BECAME MORE NEGATIVE. A SEPARATE ANALYSIS OF THE EXPERIMENTAL GROUP SHOWED LITTLE DIFFERENCE FROM THE CONTROL GROUP IN REGARD TO BACKGROUND OR VALUES. THE ONLY MARKED DIFFERENCE WAS THAT THE EXPERIMENTAL GROUP ATTENDED MORE SESSIONS THAT DID THE CONTROL GROUP. IT WAS CONCLUDED THAT SUCH SESSIONS WERE USEFUL. EDUCATION STUDENTS, EXPOSED TO POSITIVE COMMUNICATIONS FROM PEOPLE WORKING IN LOWER SOCIOECONOMIC AREA SCHOOLS, BECOME TOLERANT AND FLEXIBLE.