This report examines the varying degrees of controversy and conflict experienced by two cities when they attempted to desegregate their public schools. Using these experiences as examples, the report shows how education boards can implement desegregation plans to avoid community controversy. The author stresses that issues basic to avoiding conflict are that (1) an administrator know the kinds of questions to ask, and that (2) he be aware of the way in which controversy is likely to develop given the uniqueness of his situation. (Author/JF)