The purpose of this study is to determine whether the racial attitudes of black preschool children can be modified using different treatment methods. The hypotheses were as follows: (1) Racial attitudes will be modified, using operant learning procedures and a black consciousness curriculum; (2) A black consciousness curriculum will result in greater positive change in racial attitudes than operant learning procedures; (3) There will be no significant difference in racial attitude change: (a) between boys and girls and (b) between black preschool children from intact and non-intact--e.g., father present and father absent--homes; and, (4) There will be a positive relationship between a preschool child's racial attitude and his racial preference. Sixty-five lower socio-economic black preschool children were randomly selected from three integrated day care centers located in three suburban communities within the Detroit metropolitan area. Four sets of materials were used: (1) a revised picture-story procedure; (2) the picture-story technique; (3) a modification of the Clark dolls test; and, (4) materials developed by the author to provide a preschool curriculum, from which the children could learn black culture and history. (Author/JM)