This paper discusses the use of guided design with white student nurses at the Medical College of Virginia Nursing School to help them develop an awareness of and reduce stereotypic responses when they are providing nursing care to black patients. The need for this type of training for both faculty and students is discussed, a series of seminars offered to teach faculty about black-American perspectives in their disciplines is briefly described, and examples are given of some of the problems that can arise if student nurses are not aware of the physiological and psychological differences in other races and cultures. The learning objectives of the guided design, which directs students to use a problem solving process, are listed; the use of a film on racial prejudice and pertinent articles on black culture and health needs to introduce students to the guided design process is briefly described; and a situation used to begin the problem-solving process and student reactions to the situation are discussed. Data on student reactions to the guided design that were obtained using a Likert-type scale and a questionnaire are summarized, and it is concluded that the guided design was a successful tool for use with small clinical groups. The packet of materials for the guided design for students in a psychiatric nursing course is appended to the presentation. (DJR)