This study investigated the perceptions of selected stakeholders about the impact of returning to a district-wide neighborhood school structure after having been under a federal desegregation mandate (involving busing) since the 1970s. It focuses on data from interviews with African American and white elementary school teachers. The interviews asked about their ideal neighborhood school structure and program; support that would be needed to implement an effective structure and program; benefits of a neighborhood school structure; concerns about the impact of the new organizational structure on the students, community, and teachers; and how multicultural education would be affected by the new organizational structure. Data analysis found that several themes recurred across the five questions: understanding the significance of school-community relationships; providing for teacher support and inclusion in administrative decisions; keeping the focus on students; providing equitable conditions; increasing teacher knowledge; understanding the essence of multicultural education; and appreciating the pivotal role played by the school administration. Recommendations include: keep teachers involved in decision making; create a formal system for developing school-community relationships; provide teacher professional development; train in multicultural education; create a family-centered environment; and make student welfare the basis for all decisions. (SM)