This paper identifies issues which arose during the development of an ethnic studies curriculum project in Connecticut. It also defines the author's role as an educational anthropologist involved in the project. Initiated in 1974, the "Peoples of Connecticut" project involved research on ethnic groups in the state and promotion of curricula to study the groups in the public schools. Among the groups examined were Armenians, Irish, Italians, Jews, Puerto Ricans, Scotch and Scotch Irish, Poles, Blacks, and American Indians. Research studies on six groups, a teacher's manual, study aids, and audiovisual materials have already been produced. Among the issues encountered by project personnel were (1) how to define an ethnic group, (2) appropriate subject matter for ethnic curricula, (3) sensitivity toward certain types of information such as sexual activities and attitudes, (4) how to handle data on unpleasant subjects such as crime, warfare, and prejudices, (5) who should participate in research, curriculum development, and teaching of ethnic studies, and (6) most appropriate strategies for studying ethnic groups. The author found her role to be multi-faceted, including that of educational anthropologist, public relations representative, fund raiser, team member, guest teacher, arbitrator of disputes, critic, and university professor. She outlines 11 skills which she needed to perform her role, and describes four major frustrations which she encountered in working with so many groups in so many roles. (AV)