Summary The effects of cooperative, competitive, and individualistic learning experiences were compared on interethnic interaction and attitudes among 4th-grade boys and girls. Seventy-six students were assigned to conditions on a stratified random basis controlling for ethnic membership, ability, and sex. They participated in two instructional units for 45 minutes a day for 15 instructional days. Behavioral and attitudinal measures were taken for cross-ethnic interaction during the instructional sessions and during daily free-time periods. The results indicate that cooperative learning experiences, compared with competitive and individualistic ones, promoted more cross-ethnic interaction and more positive cross-ethnic attitudes.