In this study, results of a survey of teachers and principals in the San Francisco public schools are reported. Characteristics of experienced teachers and their attitudes towards the racial composition of classrooms are described. The results of 18 group interviews with experienced teachers, district principals, and community and compensatory teachers concerning measures and policies for improving schools' educational offerings while racial compositions are changing are analyzed. Findings include the following: (1) when teachers are grouped according to the racial composition of their schools, more elementary school teachers in white and Oriental schools preferred their assignments than did teachers in Negro schools or in schools which had changed from white to mixed or minority in the past five years; (2) only 17% of experienced San Francisco teachers favored busing, and 51% would keep neighborhood schools regardless of racial imbalance; (3) groups interviewed believed that compensatory education should be expanded and that specialized staff should be increased; (4) interviewees suggested that curriculum be revised to meet the needs of minority group children who have special problems and that guidance programs be expanded; (5) overall it was felt that the community should be involved in improving racial balance. Thirty-seven tables substantiate the findings. (Author/WI)