Presented in this document is a developmental study undertaken to determine specifications for a teacher training program designed to change the behavior of teachers towards minority children. A review of literature concerned with the instruction of minority and/or educationally disadvantaged children and data collected from at least thirty elementary school teachers working with minority children are used to support this report's primary contention that teacher behavior towards students perceived as low status can be changed. Specifications dealt with in several stages of the developmental study include such variables as population, purposes, delivery system (emphasis on education vs. training), and needs. Findings presented indicate that the three most frequent categories of problems were: (1) negative attitudes toward school held by students; (2) teacher perceived attributes of students; and (3) human interaction problems. It is also stated in the findings that the teachers' most frequent suggested remedies were parental involvement and teacher training. In addition, a list of conclusions indicates that most of the teachers surveyed would be in favor of a course or workshop that would help them relate to children from minority groups. Features of such a program are described. A bibliography is included along with a sample of the questionnaire used in the study. (Author/EB)