MORE THAN IN ALMOST ANY OTHER PROFESSIONAL GROUP, THE ATTITUDES OF SCHOOL PERSONNEL ARE INFLUENCED BY COMMUNITY FACTORS. GENERAL ATTITUDES OF WHITE PUBLICS WILL CERTAINLY BY SIGNIFICANT FOR SPECIFIC ATTITUDES OF SCHOOL PERSONNEL TOWARD INTEGRATION. MOST SCHOOL PERSONNEL ARE MEMBERS OF THE MIDDLE CLASS. THEIR CLASS VALUES AND STATUS CONCERNS ENTER INTO THEIR CONFRONTATION WITH WITH INTEGRATION ISSUES. OF MAJOR CONCERN IS SCHOOL PRINCIPALS', TEACHERS', AND COUNSELORS' LACK OF ENCOUNTER WITH MEMBERS OF RACIAL AND ETHNIC MINORITIES AS EQUAL AND AS PARTICIPANTS IN SHAPING THE ACTIVITIES OF THE SCHOOL. THE ATTITUDES OF SCHOOL PERSONNEL ARE NOT EASILY CHANGED, BUT THEY ARE NOT IRRETRIEVABLY FIXED. TO FACILITATE INTEGRATION IN PUBLIC SCHOOLS, EDUCATORS SHOULD IDENTIFY THOSE ATTITUDES WHICH ARE DETRIMENTAL TO PUBLIC PRINCIPLES OF EQUAL EDUCATIONAL OPPORTUNITIES AND SEEK TO MODIFY THEM. AN ANALYSIS IS PRESENTED OF THE SPECIFIC ATTITUDES AND TYPES OF INDIVIDUALS FOUND AMONG SCHOOL PERSONNEL-SCHOOL BOARD MEMBERS, TEACHERS, ADMINISTRATORS, AND COUNSELORS.