THE PURPOSE OF THIS STUDY WAS TO FIND THE BEST MEANS FOR FACILITATING THE ADJUSTMENT OF INDIANS AND NON-INDIANS IN THE PUBLIC ELEMENTARY SCHOOLS. TAKING INTO CONSIDERATION DIFFERENCES IN CULTURE, VALUE SYSTEMS, LANGUAGE, MOTIVATIONS, AND BEHAVIOR. A BASIC STATEMENT OF DEFINITION AND EXPLANATION OF CULTURAL DIFFERENCES WAS PREPARED FOR TEACHER USE BASED ON AN INTERDISCIPLINARY APPROACH TO THE PROBLEM (EDUCATIONAL, SOCIOLOGICAL, ANTHROPOLOGICAL AND PSYCHOLOGICAL). PILOT SCHOOLS WHERE INTEGRATION IS OCCURRING WERE SELECTED AS THE EXPERIMENTAL GROUP FOR DESCRIPTIVE STUDY. THE TEACHERS IN THESE SCHOOLS WERE ASSISTED IN RELATING THE DEFINED CULTURAL DIFFERENCES TO THEIR CLASSROOM PROCEDURES. SCHOOL SITUATIONS WERE DESCRIBED IN TERMS OF TEACHER METHODOLOGY, TEACHER-PUPIL BEHAVIOR, PARENT PARTICIPATION, AND MEASURES ON THE SUBJECTS, INCLUDING SOCIOMETRIC STUDIES, STANDARD READING TESTS, AND MEASURES OF ORAL LANGUAGE COMMUNICATION IN ENGLISH. THE CONTROL GROUP WAS DRAWN FROM OTHER INDIAN AND NON-INDIAN CLASSROOM SITUATIONS, INDIAN CLASSROOMS SUPERVISED BY THE INDIAN SERVICE, AND PUBLIC SCHOOL CLASSROOMS ENROLLING NO INDIAN CHILDREN. AN EXTREME AMOUNT OF EDUCATIONAL RETARDATION EXISTED. LACK OF TEACHER UNDERSTANDING OF THE CULTURES OF THE CHILDREN THEY TEACH, READING RETARDATION, DIFFICULTIES IN UNDERSTANDING ENGLISH AS A SECOND LANGUAGE, AND PROBLEMS IN TEACHING SCIENCE AND ARITHMETIC WERE EMPHASIZED. RECOMMENDATIONS WERE MADE FOR FURTHER STUDIES OF CULTURAL DIFFERENCES, BILINGUAL PROBLEMS, AND REMEDIAL EDUCATION. (GC)