A brief history of the integration efforts of the school and the resulting interracial conflict is presented. From this background evolved the cross-cultural groups which are the focus of this paper. Essentially, discussion was used for exploring the issues which were identified as impediments to good relationships within the school; (1) too few black faculty and students; (2) the impact of "Tomism;" (3) geographic location of students' homes; (4) differing interests of black and white students; (5) the need for extra-school interracial contact; and (6) inhibitions, both social and parental, against interracial contact, especially dating. The results of a questionnaire, administered to 51 black and white students in the school, suggests the impact of the cross-cultural groups. While a number of negative aspects are revealed in the data, the authors focus on two positives: (1) the overwhelming enthusiasm of students to continue participating in the groups; and (2) principal and staff perceptions of an improved school environment. (TL)