Inequities and injustices are not happenstance in America, but rather, exist as a way of life for many minority groups. All too often communication, understanding, and appreciation is lacking among diverse groups. It is suggested here that the need for education in intergroup relations is greatest in predominantly white communities and, moreover, in schools which have heretofore perpetuated intergroup conflict and inequalities. Schools are in a unique position to help young people develop a humanistic attitude toward others by re-educating teachers in white communities as a way of attacking the roots of racism. A model for inservice training in intergroup relations is presented as a strategy to provide educators with an understanding of the forces of racism, prejudice, and discrimination. Implementation of the inservice program consists of three major aspects which focus on cognition, affect, and behavior. The model can best be described as the normative-re-educative strategy that assumes man is rational and intelligent -- and that changes in norms involve changes in attitudes, values, skills in relationship to one another, and changes in one's thinking patterns stemming from new knowledge. Lastly, a research design is presented consisting of several control and experimental groups to evaluate the effectiveness of the inservice program. (SJM)