Obstacles to disarmament education fall into three general categories: political, perceptual, and pedagogical. At the elementary school level, these obstacles occur because of: (1) a lack of opportunities for cross-cultural experiences; (2) the socialization processes that enforce the belief that a child's culture is superior to and competitive with other cultures; and (3) the educational systems' roles in the development of national identity and loyalty. Obstacles occur at the secondary school level because of: (1) the reinforcement of nationalism and the promotion of military service; (2) an emphasis on competitive sports; (3) the pre-military service organizations, such as the Junior Reserve Officers' Training Corps (ROTC); and (4) a nationalistic approach to the study of history. Major barriers to disarmament education at the university level include a lack of resources to support these programs and the entrenchment of traditional disciplines that pay little or no attention to peace issues. Adult and community education programs often focus on meeting people's immediate needs, offer programs for specific skills development, operate with limited resources, and do not focus on global issues. However, the moral, civic, cultural, scientific, and technical elements of international education should focus on disarmament issues. (JHP)