THE NORTH CENTRAL ASSOCIATION OF COLLEGES AND SECONDARY SCHOOLS SURVEYED THEIR MEMBER COLLEGES TO FIND WHAT ATTITUDES PREVAILED AND WHAT EDUCATIONAL OPPORTUNITIES WERE OFFERED IN THE AREA OF HUMAN RELATIONS. ALTHOUGH THERE IS A LARGE AMOUNT OF AGREEMENT AMONG THE RESPONDENTS THAT INFORMATION ABOUT AND UNDERSTANDING OF HUMAN RELATIONS IN GENERAL ARE IMPORTANT, ABOUT HALF ARE NOT SURE OF THEIR IMPORTANCE FOR BOTH THE FULL PERSONAL OR PROFESSIONAL DEVELOPMENT OF THE INDIVIDUAL. CONSIDERABLY LESS EMPHASIS IS GIVEN TO THE PROBLEM OF INTERGROUP RELATIONS THAN INTERPERSONAL RELATIONS. MOST OF THE RESPONDENTS AVOIDED CONTROVERSIAL TOPICS IN THEIR COURSES. BECAUSE OF THE RESULTS OF THIS STUDY THE COMMITTEE FELT THAT ADMINISTRATORS SHOULD CHALLENGE THEIR FACULTIES TO CONSIDER THE QUESTIONS OF TEACHING INTERGROUP RELATIONS. THE POOLING OF INFORMATION ABOUT THE COLLEGE COURSES SHOULD REVEAL OMISSIONS. INVESTIGATIONS OF STUDENT ATTITUDES AND OF VALUES IN HUMAN RELATIONS SHOULD BE CONDUCTED. TO COMPETE THE CAMPUS SELF-EVALUATION, TEXTBOOKS, MATERIALS, ACTIVITIES, AND ORGANIZATIONS SHOULD BE CONSIDERED IN LIGHT OF EFFECTIVENESS IN DEVELOPING HUMAN RELATIONS. GOOD PRACTICES USED IN VARIOUS COLLEGES AND UNIVERSITIES FOR DEVELOPING HUMAN RELATIONS SKILLS ARE FACULTY CONFERENCES, STUDENT SEMINARS, A HUMAN RELATIONS CENTER SUMMER WORKSHOPS, AND FIELD EXPERIENCES FOR PRESERVICE TEACHERS.