After a first experiment dealing with poverty in the Twin Cities (ED 028 781), a second was undertaken to examine race relations. As the problem was immediately important, materials would be plentiful. Four courses (speech, composition, social studies, literature) and three instructors dealt exclusively with this 2-quarter, 16-credit project. The Fall 1968 class of 25 had only four blacks in it; the next had 14. The students did field work in the community; their reports were their writing assignment. As previous pre- and post-tests of attitudes had shown a student gain in empathy with other ethnic groups, the tests were not used for these two quarters. The investigators will reinstate them next time, however, as this one revealed that the black students lost less anti-white prejudice than expected. It was also clear that, after initial hesitations, the different perspectives of team teaching contributed to the vitality of instruction. It was disappointing to discover that not all students responded to the responsibilities of freedom. A more topical approach will be used in the next project, e.g., black community life, sex and racism, under- and unemployment, integration in education, housing and civil rights, police relations, etc., and, of course, possible solutions to the problems. Prerequisites will be more rigid and the course numbers will be made specific to this project. The attitudinal tests and their results, some student reports, and descriptions of student groups are appended. (HH)