THE STUDY FOCUSED ON THE BROAD PROBLEM OF ANALYZING THE PROCESSES OF ADJUSTMENT OF A SAMPLE OF STUDENTS TO THE NEW INTERRACIAL SITUATION AS IT DEVELOPED IN USUAL SCHOOL ROUTINES AND ACTIVITIES. THE SURVEY INCLUDED JUNIOR AND SENIOR HIGH SCHOOL STUDENTS IN WASHINGTON, D.C. THE PROCEDURE USED WAS A SERIES OF QUESTIONS ON THE INFORMANT'S OWN EXPERIENCES. ONLY A MAJOR EMPHASIS WAS PLACED ON REACTIONS TO SITUATIONS INVOLVING MEMBERS OF BOTH RACES IN WHICH THE INFORMANT WAS NOT DIRECTLY INVOLVED AS A PARTICIPANT. THE TWO SCHOOLS WERE SELECTED BECAUSE OF THEIR ACESSIBILITY WITHIN THE LIMITATIONS OF A PILOT PROJECT AND THE PROPORTION OF THE TWO RACES REPRESENTED IN THE SCHOOLS. RESPONSES TO THE QUESTIONNAIRES INDICATED THAT MANY STUDENTS HAD ANTICIPATED DESEGREGATION WITH MISGIVING. IT WAS ALSO NOTED THAT STUDENTS FELT UNCOMFORTABLE IN CHANGING FROM RACIALLY SEGREGATED ENVIRONMENTS TO DESEGREGATED ONES. IN THE FIRST STAGES OF DESEGREGATION, INTERACTION BETWEEN THE RACES WAS CHARACTERIZED BY FORMALITY, CONSTRAINT, AND WITHDRAWAL INTO ONE'S OWN RACIAL GROUP. THE DATA RELATING TO SCHOOL ACTIVITIES INDICATED THAT THE DESEGREGATION EXPERIENCE COULD NEGATIVELY AFFECT SCHOLASTIC PERFORMANCE AND PARTICIPATION IN SCHOOL AFFAIRS IN MANY INSTANCES. DATA, TOO, SHOWED THAT DESEGREGATION HAD VERY LITTLE TO DO WITH THE EMERGENCE OF LARGE NUMBERS OF NEW BRHAVIORAL PROBLEMS. GENERALLY SPEAKING, THE MAJORITY OF WHITE STUDENTS REPORTED THAT THEY WERE LESS SATISFIED ATTENDING A DESEGREGATED SCHOOL THAN THEY HAD BEEN AT A SEGREGATED ONE. ON THE OTHER HAND, MORE THAN HALF THE NEGRO STUDENTS CLAIMED TO BE MORE SATISFIED IN THE DESEGREGATED SITUATION THAN IN THE SEGREGATED ONE.