There is an overwhelming need for individual schools and school systems to take immediate steps toward building good intergroup relations both prior to and during the initial period of school integration. Inasmuch as positive action by school boards and superintendents at all levels is essential and constitutes the first step in school desegregation, the first section of this study is concerned with their role in building rapport with community residents and school personnel. The second section deals more extensively with the role of the local administrator (principal) in building and maintaining good intergroup relations within the school. Suggested administrative techniques are described for working with professional staff, with the students, and with the community, and these are a composite of the techniques that various schools across the nation have used in establishing effective human relations programs. Every administrator would not necessarily need to employ all the techniques and activities described. The nature of the school concerned and the nature of the community in which it exists will determine which specific techniques would be most desirable. (RJ)