Intercultural education in the Greater Salt Lake City (Utah) metropolitan area seems to have minimal effect on high school students' behavior or attitudes. This study was planned in order to better understand the nature and dynamics of intercultural instruction in Salt Lake City. Information was analyzed from the following sources: (1) interviews with local and state educational leaders, observation of community cultural events, and documentary sources; (2) 200 hours of participant observation in public high school classrooms; and (3) a survey of principals of 20 public, and seven independent or church related schools. Conclusions included the following: (1) the curriculum emphasized western civilization and world studies; (2) formal instruction was textbook centered, supplemented with some instructional media, and considerable oral interpretation and elaboration by the teacher; (4) students tended to ignore any classroom instruction that would not be later included in examinations, which were textbook centered; (5) minority group students tended to ignore white students at nonformal school sponsored intercultural events; (6) intercultural instruction at schools operated by the Church of Jesus Christ of Latter Day Saints focused on preparation for missionary roles. Extensive examples of participant observation experiences are included. Five charts of statistical data, a brief list of references, and a 21-item bibliography are also included. (FMW)