THE OBJECTIVE WAS TO DETERMINE WHETHER AN INSERVICE PROGRAM WHICH STRESSES THE STUDY BY A TEACHER OF A SINGLE SOCIALLY UNACCEPTED CHILD LEADS TO A DESIRABLE CHANGE IN THE ATTITUDES, BELIEFS, AND CLASSROOM BEHAVIOR OF THE TEACHER. THE EXPERIMENTAL GROUP CONSISTED OF 46 CLASSROOM TEACHERS IN 6 COUNTIES, WITH ONE UNACCEPTED CHILD IN EACH OF THE CLASSROOMS CHOSEN FOR INTENSIVE STUDY BY THE TEACHER. THE TEACHERS IN THE EXPERIMENTAL GROUP FORMED A SPECIAL INSERVICE STUDY GROUP UNDER THE DIRECTION OF THE EXPERIMENTERS AND, IN ADDITION, THEY WERE INVOLVED IN CONFERENCES AND OTHER SPECIAL TECHNIQUES. A CONTROL GROUP OF 46 MATCHED TEACHERS WAS CHOSEN BUT DID NOT PARTICIPATE IN THE EXPERIMENTAL INSERVICE PROGRAM. TO DETERMINE THE EFFECT OF INSERVICE TRAINING PROGRAM, THE CALIFORNIA ACHIEVEMENT TEST OF PERSONALITY WAS ADMINISTERED TO ALL CHILDREN IN BOTH GROUPS. SOCIOMETRIC TECHNIQUES WERE USED TO DETERMINE CHANGE IN THE SOCIAL STRUCTURE WITHIN EACH CLASSROOM. BOTH GROUPS OF TEACHERS WERE COMPARED ON THE BASIS OF THE MINNESOTA TEACHER ATTITUDE INVENTORY AND THE PURDUE TEACHERS' EXAMINATION. ALSO, DATA WAS KEPT ON EACH TEACHER'S ABILITY TO EXPECT AND DEAL WITH CHILDREN'S UNACCEPTANCE OF OTHERS. ANALYSIS OF DATA REVEALED THAT--(1) EXPERIMENTAL TEACHERS UNDERWENT GREATER CHANGES IN ATTITUDES OF ACCEPTANCE AND OBJECTIVITY, AS MEASURED BY MTAI AND THE PURDUE EXAMINATION, IN DEALING WITH CHILDREN THAN DID THE CONTROL TEACHERS, AND (2) BECAUSE OF THE SHORT TIMESPAN OF STUDY THE CAT AND CTP DATA WERE INSUFFICIENT. (GC)