Small, interpersonal process groups may be useful in preparing teachers for work in inner-city schools. The intensive group experience can result in improved communication and interpersonal relationships (not only, for instance, between student teachers and cooperating teachers, but also in their interaction with professional colleagues, pupils, and family). Schools generally have not recognized in a curricular or formal sense the fact that feelings are learned behaviors. With inner-city youth particularly, the ability to verbalize is essential to the process of becoming aware, but we generally have failed to apply the verbal symbolic method to interpersonal, psychological type problems. Educators have tended to be skeptical of such techniques as T groups and sensitivity training, partly because group processes have not been conceptualized as learning activities and partly because caution has not been exercised in their structuring and facilitation. Some suggestions: The group activity should be regarded and described as a teaching-learning situation, each participant being encouraged to behave normally. It should be made clear what is to be done and what to expect. Emphasis should be on the description of behavior, not on its evaluation. Groups should function in a natural everyday environment without gimmicks; membership should not vary from meeting to meeting; and planning must provide adequate time and opportunity for involvement by each member. (JS)