A need exists for inservice programs for teachers of the disadvantaged which will develop in these teachers attitudes conducive to improving their relationships with inner city children. To fulfull this objective, a three-week summer institute was planned for 40 teachers and 10 administrators in 1966 (group one) and 40 teachers in 1967 (group two) with courses in the social psychology of the disadvantaged; communication, linguistics, and group processes; and the nature of value and attitude change. The Minnesota Teacher Attitude Inventory was administered as a pretest during the initial meetin g of each group, as a posttest on completion of the program, and as a resiliency test six months after completion of the program. Results showed that while postinstitute scores are encouraging when compared to preinstitute scores, there was a regression in both groups to preinstitute levels after six months. It would appear that this regression occurred because of a resistance to change in the institutional structure of schools, and that a need exists for organizational change to implement institute-inspired innovation. (SM)