The study investigated effects of a 2-phase, spring and summer graduate training program on fifty-three novice teachers preparing to teach disadvantaged youth. During first phase of program students were exposed to several process and didactic experiences in tended to shape attitudes as well as to promote formal learning. The summer phase of program saw teachers engage in paid internships in three elementary schools serving migrant children. Several measures of attitudes and personal values were taken with semantic differentials and Personal Orientation Inventory. A number of signifi cant changes were noted on most measures. Teachers showed a tendency to evaluate disadvantaged children more favorably and tended to become more like self-actualized adults in personal orientations. THE HIGH incidence of turnover and attrition among teachers of culturally disadvantaged chil dren is one of nation's pressing and perplex ing social problems. Increasingly teacher training institutions are being called upon to mitigate situation. Perhaps typical of challenges being leveled at colleges is following statement by Strom (4:15). The high rates of teacher turnover among central city schools in nearly every urban complex lend credance to assertion that a more adequate type of training is needed by those assigned to such institutions. Cer tainly there are a number of instructional and behav ioral problems indigenous to role of inner city teachers which occur less frequently in schools of more favored background. Thus, teacher training institutions purporting to equip candidates for positions in almost any type of environment must give more than cursory attention to whatever tasks, difficulties and procedures appear vital to successful teaching in poor neighbor hoods. Two frequently mentioned factors which affect tenure and efficacy of teachers of disad vantaged are teacher attitudes and teacher per conality integration. Focusing upon teacher atti tude, Hodenfield and Stinnett (1:66), critically pointed out: The graduates of teacher education, in its traditional forms and in some of newest patterns, are rarely prepared to cope with urban school problems. Indeed they often view these tasks with distaste and reject as unworthy of their efforts very children who most need to learn value of learning. The attitude of many new teachers might be likened to that of a psy chiatrist who would object to associating with mentally ill patients or a social worker who insisted on a case load of families with no domestic difficulties. Webster (6:460) formulated a number of hy pothesis concerned with importance of per sonality variable in teaching disadvantaged. Inferring from studies of teacher self-concept, he concluded that the task of teaching socially dis advantaged students is a most demanding thing and one which cannot be done well by a person who feels himself to be inadequate/' Thus, it appears that attitudes and personal constructs held by prospective teachers of disad vantaged children are a legitimate concern to those engaged in training programs. In this context present study sought to in vestigate effects of a specialized and intensive summer training program on attitudes, and personal values and constructs of novice teach ers of disadvantaged youth. It was anticipated that results of study might help clarify potential contribution of similar preparation programs toward mitigating some difficulties en countered in recruiting, preparing, and retaining qualified teachers of disadvantaged.