To provide students with experience in conflict resolution, 44 undergraduates were trained in theories and practical methods of resolving conflicts and of communicating in their relationships with family, friends of the opposite sex, roommates, and peer groups. During five sessions of 3 hours each, the experimental sections explored by means of contrived situations (1) the importance of not putting one's ego "on the line," (2) destructive and constructive conflicts, (3) the problem of prejudice when seen as part of one's own psychological makeup, (4) consequences of revealing one's self to others in group discussion, and (5) the importance of labeling experiences to put them in proper context. Course evaluations were obtained from students through a 26-item evaluation form which identified the course's strengths and weaknesses, and from a pretest and post-test questionnaire which measured changes in their dogmatism, trust, and attitudes toward communication and conflict. An analysis of these tests indicated that, although no changes occurred in the students' dogmatism scores, the group changed positively in their attitudes toward conflict, in their self awareness and insight, and in their trust of each other. Appendices include a bibliography of suggested readings on conflict resolution, materials for role playing, and evaluation forms. (JM)