A training institute was designed by the University of Arizona and the Tucson Unified School District to address both common and individual needs of teachers in meeting local school desegregation goals. The summer institute included instruction in the following areas: core-human behavior and teacher self appraisal; equal opportunity in the classroom; parent involvement; management and discipline; administrator planning; special project meetings; and a Cultural Literacy Laboratory. Tucson's multi-ethnic school population is noted, and teacher attitudes, behaviors, and beliefs are addressed. The importance of reinforcement and support is built into the follow up program of the Tucson Model, which focuses on needs identified by teachers in their individual schools. Information on the Cultural Literacy Laboratory is presented, in which cultural literacy is defined as insight into one's own culture, understanding of frustration and tolerance levels, and the ability to work effectively with people who are culturally different. The underlying assumptions, major premises, and objectives are given for the Lab. A Cultural Literacy Laboratory Checklist and references on the study of culture are appended. (FG)