This study examines the effect of school desegregation upon instructional content, teacher qualifications and assignments, and teacher and student attitudes in social studies classes. Questionnaires, interviews, and classroom observations were the techniques employed to gather data from 85 Negro and white teachers, 120 Negro and 95 white students, in 22 junior and senior high schools in Alabama and Mississippi. Results were as follows: 1) There has not been a significant reduction in overall quality of social studies instruction as a result of desegregation; 2) There has been no change in the content offered or the instructional materials; 3) There has been no significant reduction in teacher qualifications. Increases in teaching assignments in other fields have not significantly reduced teachers' capacities to offer equivalent instruction; 4) Teachers are avoiding discussion of controversial issues in their classrooms; 5) There are considerable differences between white and black teachers on desirability of curriculum change, kinds of classroom problems encountered, and acceptance of teachers of opposite race; and 6) Teachers are doing little to promote communication and interaction between students of the two races in the classroom. That the nature quality of social studies instruction has been maintained is encouraging, but there is reason for concern. (Author/JLB)