A 6-week summer workshop dealing with the problems and methods of teaching Negro, Mexican-American, and other minority group children was conducted for 208 teachers and ancillary personnel in the 15 schools of the Jordan and Garfield Educational Complexes, Los Angeles. The two program components were coordinated by different sets of leaders on an alternating schedule. In the methodology component 22 groups representing the various elementary grade levels and secondary and adult school subject areas explored teaching materials and techniques through a variety of resource people, research projects, and field trips. For the human relations component, which focused on feelings and attitudes, members were assigned to small discussion groups led by psychology and group dynamics specialists; they met after each speaker's presentation to the total workshop group. Groups in both components included student workshop aides, parents, and community participants. Teachers, students, and parent-community representatives had also been involved in the 16-hour spring planning phase for exploration of problems involved in teaching minority students and for determination of workshop content. The resulting interaction was deemed the workshop's major strength. Major weaknesses: the alternating schedule, size of methodology groups (often too small), and failure to involve administrators in the operational phase. (Appended are schedules, and content, activity, and resource summaries. (JS)