TO DECREASE CULTURE SHOCK TO THE TEACHER IN A DISADVANTAGED CLASSROOM, A PROGRAM OF ON-SITE TRAINING CONDUCTED UNDER PROJECT "TEACH" WAS ADMINISTERED TO 30 SELECTED ELEMENTARY-EDUCATION MAJORS. THE AIM OF PHASE I WAS TO CREATE AND IMPLEMENT CURRICULA INCORPORATING MEANINGFUL COURSES DESIGNED FOR TEACHERS OF THE CULTURALLY DEPRIVED. STUDENTS WERE TAUGHT COURSES IN CURRICULUM, INSTRUCTIONAL PROCEDURES, AND LANGUAGE ARTS MATERIALS. A PROGRAM OF OBSERVATION AND PARTICIPATION WAS INITIATED, AND DIRECT CONTACT WAS MAINTAINED BETWEEN SCHOOLS, CHILDREN, AND TEACHERS. AFTER TRAINING, THE STUDENTS APPLYING FOR JOBS IN THE DISADVANTAGED AREA WERE IMMEDIATELY HIRED. PHASE II WAS A FOLLOW-UP OF THESE STUDENTS DURING THEIR FIRST YEAR OF TEACHING. QUESTIONNAIRES WERE SENT TO STUDENTS TO DETERMINE THEIR REACTIONS TO TEACHING IN THE LIGHT OF THEIR PREPARATION, AND TO THEIR PRINCIPALS TO COMPARE "TEACH" TEACHERS WITH OTHER NEW TEACHERS. RESULTS INCLUDE--(1) POSITIVE REMARKS OUTWEIGHED NEGATIVE ONES. (2) SOME TEACHERS VOICED THE UNIVERSAL COMPLAINT OF NEW TEACHERS ABOUT FEELING INSUFFICIENTLY PREPARED IN THE SUBJECT MATTER, METHODS, AND CLASS CONTROL, A COMPLAINT SELDOM SHARED BY PRINCIPALS. (3) ALL "TEACH" TEACHERS FELT PROJECT "TEACH" WAS A DEFINITE HELP TO THEM. (4) ADJUSTMENT SEEMED SWIFT AND CONFIDENT. (5) ADMINISTRATORS HAD FEW NEGATIVE COMMENTS AND RATED "TEACH" TEACHERS ABOVE OTHER NEW TEACHERS. IT CAN BE CONCLUDED THAT MUCH OF THE PROJECT SUCCESS WAS DUE TO THE CONDUCT OF TRAINING IN THE TARGET AREA. (AF)