This paper examines the findings of the Multi-Ethnic School Environments Project, which examined the special training needs of teachers in newly desegregated classrooms. Ethnographic research investigated how teachers' instructional and management strategies and features of the school context that impact the classroom can promote both learning and social integration. Five hundred hours of classroom observations, interviews, and teachers' daily reports provided the data for a multidisciplinary analysis that considered a broad range of issues, from student-teacher interactions to district policy. The findings identified policy salients for desegregation planning. Recommendations are made for inservice training needs in pluralistic classrooms. (Author/MK)