THE AREA TO WHICH THIS GROUP OF TEACHERS WILL BE SENT IS CHARACTERIZED BY ITS LARGE INFLUX OF POOR NEGRO FAMILIES WITH POOR CULTURAL BACKGROUNDS. SOME OF THE PROBLEMS OF THIS AREA WILL REQUIRE A BROAD-SCALE, CAREFULLY ANALYZED, AND PLANNED ATTACK WITHIN AND BY PUBLIC SCHOOLS. EVERY SCHOOL HAS A HIDDEN OR SUBLIMINAL CURRICULUM WHICH TEACHES, IN ADDITION TO READING AND ARITHMETIC, SOCIAL BEHAVIOR, GOALS AND VALUES. TEACHERS SERVE AS MODELS FOR IMITATION AND IDENTIFICATION, AND EACH STUDENT IS PRESSED TO CONFORM TO THE SCHOOL WAY-OF-LIFE. STUDENT LEADERSHIP OFTEN EXPRESSES ITSELF IN WAYS COUNTER TO THE EDUCATIONAL PROCESS. THEREFORE IT IS NECESSARY TO UNDERSTAND THE CULTURE OF THE YOUNGSTERS AND THENCE TO DEVISE MORE EFFECTIVE TECHNIQUES FOR COPING WITH THAT BEHAVIOR IN THE CLASSROOM. BECAUSE OF THE PRESSURE OF THE NORTHERN URBAN ENVIRONMENT, NEGROES HAVE CEASED TO INITIATE OR TO ASSERT THEMSELVES CONSTRUCTIVELY. THEREFORE, OPEN ENROLLMENT PLANS FOR IMPROVED INTEGRATION OF SCHOOLS WILL NOT WORK FOR THOSE WHO NEED IT MOST. THESE CHALLENGES SPEAK OF A NEED TO EXAMINE EVERY FACET OF THE OVERT AND SUBLIMINAL CURRICULUM OF TEACHERS, PRINCIPALS, COUNSELORS, AND SUPERVISORS.