In the fall of 1977, the College of Education of the University of Washington (Seattle) instituted a socio-ethnic course requirement for teacher certification candidates. To satisfy the requirement, candidates must successfully complete a course from each of two categories: Category A courses provide the student with a broad look at socio-ethnic differences, while courses in Category B focus on specific ethnic and social groups. A descriptive research study evaluated the effectiveness of the socio-ethnic course requirement through examination of student enrollment patterns in the socio-ethnic courses. The study population included all students enrolled in the certification program in the spring and autumn quarters of 1981. Five variables were used to construct comparisons with the socio-ethnic enrollment data: (1) sex; (2) student teaching placement (urban, suburban); (3) level (elementary, secondary); (4) ethnic group (White, Asian, Other Minority); and (5) major (broadly classified as social science, humanities, natural science, and other). Results showed that students are, for the most part, satisfying the socio-ethnic course requirement by electing courses which reflect their own particular ethnic or social group. It was concluded that the College of Education may wish to consider a mechanism to ensure all students some study of ethnic and social groups different from their own. Tables and charts are appended which show the numbers and percent of student course enrollment characteristics. (Authors/FG)