THE PURPOSE OF THIS STUDY WAS TO LEARN WHETHER NEGRO AND NON-NEGRO STUDENTS RECEIVE SIMILAR KINDS OF FORMAL AND INFORMAL EDUCATIONAL EXPERIENCES. THE SAMPLE CONSISTED OF MEXICAN-AMERICAN AND FILIPINO-AMERICANS IN THE SAME HIGH SCHOOL. USE WAS MADE OF STUDENT RECORDS INCLUDING CURRICULUM TRACK, IQ SCORE, AND PARENTS' OCCUPATIONS. THE LARGE MAJORITY OF NEGRO STUDENTS WAS IN NONCOLLEGE-PREPARATORY FIELDS, ALTHOUGH THERE WAS NO CORRELATION BETWEEN THIS FACT AND THEIR IQ RATINGS. FILIPINO STUDENTS, WHO HAD ONLY A SLIGHTLY HIGHER IQ RATING THAN NEGROES, BUT A LOWER IQ RATING THAN WHITES, WERE ALMOST ENTIRELY IN COLLEGE-PREPARATORY CLASSES. THIS REFLECTS THE COMMUNITY SITUATION IN WHICH THERE ARE NO PROFESSIONAL NEGROES AMONG A NEGRO GROUP OF 5,000. THE COMMUNITY AS WELL AS THE SCHOOL DOES NOT ENCOURAGE NEGROES TO IMPROVE THEIR SOCIOECONOMIC STANDING. THERE IS NO PROHIBITION IN THE HIGH SCHOOL AGAINST NEGRO STUDENTS' PARTICIPATING IN INTERSCHOLASTIC SWIMMING, TENNIS, OR GOLF HOWEVER, NEGROES ARE BARRED FROM THE COMMUNITY COUNTRY CLUB. NEGRO STUDENTS RARELY PARTICIPATE IN HIGH SOCIAL CLUBS AND IN GENERAL SOCIAL AFFAIRS OF THE COMMUNITY. THIS ARTICLE WAS PUBLISHED IN THE JOURNAL OF NEGRO EDUCATION, VOLUME XXXIV, NUMBER 2, SPRING, 1965.