Teachers in racially desegregated classrooms often need special instruction or retraining for the peculiar academic and social problems of their students. Planning such training programs involves identifying change "targets" (persons or relations the change efforts will focus on) and choosing appropriate "strategies" or training methods. Targets include characteristic attitudes and behaviors of students; teachers' personal feelings and values about racially potent matters; new teaching practices needed to bridge the gap between intentions and behavior; teacher-peer relationships; administrative policies which can facilitate and support teacher change; and school-community relations relative to teacher and student change. Potential strategies include (1) identification of useful books, films, photographs, and recordings on interracial classroom relations; (2) laboratory training devices, particularly sensitivity training groups, role playing, skill practice exercises, and T-groups of peers in which members attempt to give and receive feedback through interpersonal analysis; (3) formation of professional responsibility teams; and (4) use of various simulation-type problem-solving exercises. School systems and educators in collaboration with community members need to consider what more positive stimuli or rewards can be offered to encourage participation in such professional growth opportunities. (JS)