CERTAIN FACTORS AFFECTING FACULTY DESEGREGATION SUCH AS DESEGREGATION PREPARATION, TEACHER PERCEPTION AND QUALIFICATION, COMMUNITY STRUCTURE, AND SCHOOL FACILITIES WERE STUDIED. THE INTERVIEW SCHEDULE CONSISTED OF TWO PARTS. PART ONE WAS DESIGNED TO INVESTIGATE PREPARATION, UTILIZATION, ASSIGNMENT, AND OBSERVATIONS. PART TWO WAS DESIGNED TO DETERMINE THE ORDER OF SELECTED EXPERIENCES WITH FACULTY DESEGREGATION. THE SUBJECTS CONSISTED OF 41 SCHOOL SUPERINTENDENTS, 54 PRINCIPALS, 180 NEGRO TEACHERS, AND 135 WHITE TEACHERS. INTERVIEWS WERE CONDUCTED WITH ALL OF THE SUBJECTS. THE REPORT INCLUDED DISCUSSIONS OF (1) THE HISTORICAL BACKGROUND OF SEGREGATION AND THE TRANSITION TO DESEGREGATION, (2) REVIEW OF LITERATURE RELATED TO FACULTY DESEGREGATION, (3) BACKGROUND AND DEVELOPMENTS IN FACULTY DESEGREGATION IN KENTUCKY, AND (4) ANALYSIS OF FACTORS RELATED TO FACULTY DESEGREGATION. THE RESULTS INDICATED THAT FEW PROBLEMS HAVE RESULTED FROM THE TRANSITION TO DESEGREGATED FACULTIES, AND THAT NEGRO AND WHITE TEACHERS PROVED CAPABLE OF WORKING TOGETHER. (RS)