This practicum was designed to increase the positive experiences of middle school minority students entering a suburban community. The problem for racial and ethnic minorities is how to have full access to and participation in the educational life of the community without surrendering their language and cultural distinctiveness. The goals of this practicum were to enable approximately 230 minority students and their parents to have positive school experiences when interacting with classroom teachers as well as when they were engaged in other school activities. A holistic program was designed which consisted of a series of interventions involving students, teachers, parents, and administrators. These interventions included inservice programs and monthly communiques with parents and assistance programs for students. The results of the program were positive. The goals and objectives of the practicum were met. An analysis of the objectives and goals revealed that there was a major improvement in the incorporation of minority culture students into the educational life of the school. The intervention programs had a positive impact upon the teacher's awareness of the unique needs of minority students entering a suburban community. (Author/ABL)