Inner City children have been known to experience difficulty in school with their academic programs because they are taught in an environment that is culturally different from the home and community that a child comes from. Thus, an inner city child may be stigmatized as educationally deficient, consequently depriving him of the opportunities to fully realize his potentials or utilize his skills. The expectations, attitudes, and values that exist in the school setting sometimes conflict with those of the children and the community that it is supposed to serve and may affect the attitude of the children towards learning. This paper describes the background, philosophy, strategies and problems of the Cultural Continuity Project (CCP) in Urban Education, one of the nine programs undertaken by the Documentation and Technical Assistance in Urban School project. CCP was designed to resolve cultural conflicts and improve interaction between the school, the community members and other individuals concerned with the education of inner city children by using a psychosocial model approach to problem solving. The model seeks to change the attitudes of teachers, administrators, and parents by providing increased access to expert information on areas of mutual concern to all. (Author/AOS)