OBJECTIVES: The institute was organized around five of the major components believed to influence the quality of the relationship between the learner and the teacher: 1) characteristics of the disadvantaged learner, 2) perceptions and beliefs of the teacher, 3) facilitators of learning, 4) curriculum material, and 5) teaching skills. DURATION: June 14-July 2, 1971. AUDIENCE: Twenty selected participants, six with master's degrees, 13 with bachelor's degrees and one employed on a warranty. Seven colleges and universities and the four geographic districts of the state were represented, also the two predominant ethnic groups. Most participants had a wide variety of work experiences. CURRICULUM: This covered three areas: 1) occupational orientation for the middle school, 2) consumer and homemaking, and 3) occupational preparation in food service and child care. Details of the curriculum are included. TEACHING METHODS: The first 2 weeks were organized on a group interaction format, during the third week the organization varied according to the microteaching model. MATERIALS OR FACILITIES: Two air-conditioned rooms were available for discussion and group interaction. Help was provided through a resource materials center and the audio-visual center. EVALUATION: A self-evaluation model was used throughout the institute, with pre- and post-assessment of perceptions and beliefs providing evidence of change in the affective area. (MBM)