The purpose of this study was to investigate the effectiveness of a five-week program in affective education with emphasis on facilitating the integration of a large proportion of new students into a school. Specifically, the program was designed to: (1) reduce intergroup prejudice by modifying in a positive direction attitudes toward self and others, and (2) help new students adapt to their new school. The program was implemented through the combined efforts of teachers and counselors. Three major components served as vehicles to achieve the goal. Discussion groups focused on: (1) clarifying myths underlying prejudice by examining the characteristics, values, and contributions of the minority groups; (2) the processes of value system development; and, (3) the consequences to minority and majority groups of failing to resolve intergroup conflict. Communications groups provided planned opportunities to grow in self awareness and in the understanding, attitudes, and skills needed to relate positively to persons from different ethnic, social, and cultural backgrounds. The developmental, individualized reading program emphasized individual successes in reading as well as successes as a learner. (Author/JM)