The challenge of educating learners from limited-income families, combined with the challenge of racial integration in the schools, is discussed in this essay. Some learning problems among impoverished children are attributed to segregation, prejudice, and the class-caste system. The inadequacies of segregated schools serving minority groups as compared to those serving the majority group are outlined with reference to funding and teacher role. Problems which teachers and low-income learners face in desegregated situations are described. Methods of judging achievement and of testing intelligence are evaluated in terms of their relation to teacher, parent and social bias. The use of multicultural curriculum and cross-racial personnel assignment are suggested in order to eliminate racism and racist attitudes in the schools. Educational problems of white learners from limited income families are analyzed. It is stated that a greater awareness of the elements of teacher responsibility in schools attempting racial integration contributes to a more effective and more functional school experience for all. It is concluded that once schools are desegregated, most of educations' energies must go toward maintaining racial integration and the productive teaching of children from limited income families. (WI)