The problem under investigation in this report was the low achievement level of some students in the ESEA Title I Schools in Kansas City, Missouri. It was felt that part of this low achievement was due to a negative feeling among some teachers regarding the ability of the children to achieve. Kansas City mental health professionals and educators sought to prove the hypothesis that negativism might be reduced if the teachers had an improved awareness of themselves and the inner city community and children. The research design included participating and non-participating teacher groups, a principal's group, and a supervisory personnel group. A semantic differential type of instrument was used for pre- and post-testing. Participants tended to be more positive toward concepts tested than did nonparticipants; and post-test scores tended to be more positive than did pre-test scores. Limitations, and recommendations for future research of this nature are included. (Author/DM)