This program was developed as a laboratory test of new teacher-preparation concepts, with special emphasis on urban problems. An experimental group of 37 elementary and secondary school education majors took part, with two randomly selected control groups and 42 teachers and administrators in seven elementary and high schools in a central Chicago district with a high proportion of Mexican Americans. The affective changes in the teacher candidates were measured by means of the Minnesota Teacher Attitude Inventory, the Metropolitan Community Attitude Inventory, and the Who Am I? Test. All members of the experimental group showed positive changes which were confirmed by unobtrusive observation. Cognitive progress was also shown by analysis of video tapes and the cooperating teachers' evaluation of the candidates. Positive changes were also noted in the school personnel, in their attitudes towards urban schools and community involvement, and in planning and adapting the curriculum to the special needs of the children. The learning centers established in all but one school showed only minimal community involvement. This 5-month experiment was considered a success and is being continued in expanded form. Because it is able to alter its structure to incorporate feedback data, it is proving a flexible vehicle for testing teacher education models. The instruments used are included in six appendixes. (MBM)