THE MOST EFFECTIVE MEDIUM FOR INSERVICE EDUCATION OF TEACHERS IS THE SUMMER WORKSHOP. THE COURSE WAS AN INSTITUTE INVOLVING AN INSTRUCTOR-COORDINATOR AS WELL AS SPECIALISTS. THE AREAS COVERED WERE ANTHROPOLOGY, SOCIOLOGY, CHILD STUDY, HUMAN DEVELOPMENT, PSYCHOLOGY, SOCIAL PSYCHOLOGY, PSYCHIATRY, AND CURRICULUM DEVELOPMENT. THE AREA OF CHILD STUDY EMPHASIZED THE CHILD IN HIS TOTAL SOCIAL SETTING. THE USE OF SOCIOMETRIC TECHNIQUES AFFORDED AN EFFECTIVE WAY OF STUDYING THE STRUCTURE AND DYNAMICS OF CHILDREN'S GROUPS, AS WELL AS STUDYING THE BEHAVIOR OF CHILDREN. OTHER WAYS OF STUDYING CHILD DEVELOPMENT INCLUDED ANECDOTAL RECORDS, THE USE OF NONDIRECTIVE INTERVIEWS, AND THE STUDY OF FAMILY AND COMMUNITY BACKGROUNDS. PROBLEMS INVOLVED IN CONDUCTING THE INSTITUTE-TYPE COURSE IN HUMAN RELATIONS INCLUDED THE PROPER USE OF PERSONNEL, PERMISSIVENESS IN THE CLASS SITUATION, THE USE OF CONSULTANTS, AND THE DISCOVERY OF THE MAJOR NEEDS OF THE GROUP. EVALUATION OF THE SUMMER WORKSHOP SHOWED THAT THE GENERAL MORALE AND REACTIVE BEHAVIOR OF THE PARTICIPANTS APPEARED TO BE SUPERIOR TO THAT ENCOUNTERED IN TRADITIONAL COURSES. BACK IN THE CLASSROOM, THE TEACHERS WHO HAD PARTICIPATED IN THE WORKSHOP FELT THAT THEIR PROBLEM CHILDREN OVERCAME SOME OF THEIR PROBLEMS, THAT THEIR CLASSROOMS BECAME MORE PERMISSIVE, AND THAT THEY COULD ADAPT LITERATURE TO DEALING WITH PROBLEMS IN HUMAN RELATIONS. THIS ARTICLE IS A REPRINT FROM "THE JOURNAL OF EDUCATIONAL SOCIOLOGY," VOLUME 23, NUMBER 2, PAGES 78-96, OCTOBER, 1949.