This paper comments on a study undertaken to ascertain if personnel practices used to achieve faculty integration under court order affected teacher morale. The Indianapolis Public Schools categorized teachers as (1) those reassigned to another teaching faculty, (2) those already under contract who volunteered to be transferred, and (3) teachers hired from outside the school district who were assigned to faculties for the purpose of achieving racial balance. Teacher morale in each group was measured and analyzed. The resulting data findings reveal that new teachers hired to achieve racial balance scored the lowest irrespective of race, and that black teachers scored higher than their white counterparts. (MLF)