The improvement of human relations is generally recognized today as an essential prerequisite to national unity and world peace. Bringing about better human relations, however, presents many important problems, among those of: (1) Providing accurate knowledge about different races and groups; (2) Developing understanding and appreciation of these groups; and (3) Improving the attitudes of different individuals, races, and groups toward one another. The world crisis has accentuated these problems, and has emphasized the need of efforts to preserve unity in the Nation, and to establish peace in the world. Because, from the long-range point of view, improving human relations is primarily an educational job, the U.S. Office of Education has for some time been concerned with studies and projects having as their objective the solution of these problems and the meeting of this need. The present investigation is one of a series of such studies and projects, the specific purpose of which is to throw light on the problem of providing intercultural educational opportunities for teachers as a first step in improving relations among racial and national groups in the United States and among people generally. The purposes of this study are to assist in: (1) Indicating the extent to which teachers are given an opportunity to learn about minority groups; (2) Identifying, understanding, and helping to solve the problems arising in connection with these groups; and (3) Promoting better relations between the majority and minority groups. The data were gathered from the catalogs of the following classes of institutions listed in the "Educational Directory, Part III, Colleges and Universities": All teachers colleges; all State universities; all 4-year institutions for Negroes; and certain selective institutions which train a large number of teachers, namely, Teachers College, Columbia University; American. Catholic, Georgetown, George Washington, Harvard, New York, and Stanford Universities; the Universities of Chicago, Pennsylvania, and Southern California; and City College of New York. A total of 262 institutions which train a large number of teachers were studied, divided as follows: 130 teachers colleges, 44 State universities, 12 privately and municipally controlled institutions, and 76 institutions for Negroes. Following a foreword and introduction, the following topics are addressed: (1) Opportunities for teachers to learn about racial and national minority groups; (2) Implications of the study for intercultural education; (3) Summary and conclusions; and (4) Statistical data. A list of selected references and sources of information is also included. (Contains 2 tables and 21 footnotes.) [Best copy available has been provided.]