This pilot study sought to determine what were the effects, if any, of having integrated and all-white kindergarten children view specially prepared video-taped television sequences. These sequences featured black and white children who were unknown to the viewers and who portrayed roles in which they demonstrated simple concepts. Data from this preliminary study (N=59) indicated that: (1) both types of kindergartners can acquire concepts (over, around, through, etc.) by passively viewing either an unknown, same or opposite color child teaching, (2) viewing an unknown child-teacher of the opposite color did not alter the initial same color preferences of "preferred companions" of either type of kindergartner, and (3) high concept attainers did not demonstrate more pre-post change to opposite color child-teachers as "preferred companions" than low concept attainers. Recommendations for further research are given. (Author/NH)