I ~ ~ ~ ~ ~ ~ ~ ~ ~ D uring the last several years the Buffalo Public School District has been involved in the implementation of a court-ordered desegregation program. During Phase One of the program, the district's elementary school children were reassigned. Phase Two of the plan led to the desegregation of the district's secondary schools. The problems the district encountered with unprepared and, often, fearful teachers, wary students, concerned community groups, and cumbersome transportation schemes during Phase One worried school officials as they began to chart a course of action for the implementation of Phase Two. This experience, along with observations of the problems that plagued other urban districts responding to court-ordered desegregation such as Boston and Louisville, convinced the district's leaders that they would have to make a major effort to prepare the staff and community for Phase Two. They were aware that the staff would need significant training in interpersonal skills and, more important, need to explore underlying attitudes and values that might predispose them against the forthcoming secondary school desegregation program. Given this conclusion, plans were fashioned to insure that all employees (secretaries, drivers, and custodians as well as teachers and administrators) would be briefed, receive work in needed skill areas, and explore their values orientations, to enhance the smooth implementation of the desegregation effort. Having run in-service programs for the district's secondary school principals and central office staff over the past several years, I was asked to help with this effort.