Following a brief discussion of the policies which have led to the focus on magnet schools as tools for both school improvement and desegregation, this paper brings together existing research in order to answer the following question: what is the best design for magnet schools to be the most effective for desegregation? Magnet schools have only a limited effect due to the small population which they serve; consequently, they must be part of a larger desegregation strategy. The current challenge for many urban schools will be to develop strategies to attract whites to historically black schools. Usually school features such as an image of excellence, a special curriculum, a charismatic principal, a good faculty, and an attractive facility draw white students. A high rate of community participation, comprehensive plans, clear-cut standards and definite timetables also enhance the possibility for effective desegregation. Creating and sustaining good race relations requires: (1) arrangements that minimize the visibility of low achievement and reward individual effort; (2) a faculty that emphasizes student social relations; and (3) structures that foster interracial contact by school staff and generate collective planning. Desegregation through any method is not merely a planning issue, but requires daily decisions which can either promote or prevent integration. Appendix includes bibliographic sources which provide guidelines for establishing desegregated and integrated magnet schools and three pages of references. (ETS)