THE PURPOSE WAS TO GATHER RESOURCE MATERIAL AND PRODUCE CURRICULUM MATERIALS DEALING WITH EDUCATION FOR TEACHERS IN DEPRESSED AREAS. OBSERVATIONS WERE MADE IN FIVE ELEMENTARY SCHOOLS AND FOUR JUNIOR HIGH SCHOOLS IN CULTURALLY DISADVANTAGED AREAS OF HARLEM. INTERVIEWS WERE CONDUCTED WITH SCHOOL PERSONNEL. ANOTHER STUDY WAS MADE OF THE EXPERIENCES AND PRACTICES OF FOURTEEN RECENT HUNTER COLLEGE GRADUATES TEACHING IN NEW YORK CITY ELEMENTARY SCHOOLS. THREE BOOKS, AUDIO-VISUAL MATERIALS, AND AN ANNOTATED BIBLIOGRAPHY HAVE BEEN PRODUCED BY THE PROJECT STAFF. TWO BOOKS DEAL WITH SLUM SCHOOL PATTERNS OF SEGREGATION, THE TYPES OF DISCIPLINE USED, TEACHER-PUPIL RELATIONSHIPS, AND CURRICULUM. BOTH BOOKS TREAT THE CLASSROOM SOCIOLOGICALLY AND ANTHROPOLOGICALLY. THE THIRD BOOK IS A SOURCE BOOK INTENDED FOR USE IN THE INTRODUCTORY SOCIAL FOUNDATION COURSES IN COLLEGE. A LIST OF READINGS, FILMS AND TAPES IS GIVEN IN AN ATTEMPT TO DEVELOP A KNOWLEDGE OF SOCIAL AND ECONOMIC FACTORS WHICH PRODUCE URBAN PROBLEMS AND TO PROVIDE AN UNDERSTANDING OF LOWER CLASS VALUES AND FAMILY LIFE. VIDEO- AND AUDIO-TAPES RECORD TEACHERS' EXPERIENCES AND PRACTICES IN DEALING WITH CULTURALLY DISADVANTAGED CHILDREN. TEACHER TRAINING COURSES AT HUNTER COLLEGE USED THE ABOVE-MENTIONED MATERIAL IN ADDITION TO DIRECT OBSERVATIONS OF DEPRESSED AREA SCHOOLS. IT IS REPORTED THAT THE COURSE CREATED IN THESE PRESERVICE TEACHERS A GREATER DESIRE TO WORK IN THESE SCHOOLS. A 6 WEEK SUMMER SEMINAR WAS HELD FOR ELEMENTARY SCHOOL TEACHERS IN DEPRESSED AREAS. IN-SERVICE TRAINING WAS PROVIDED FOR HUNTER COLLEGE FACULTY AND PERSONS SELECTED FROM THE NEW YORK CITY SCHOOL SYSTEMS.