Although many public schools are nominally desegregated, the interaction among students of varying racial and ethnic backgrounds is minimal. Desegregated schools need to restructure the classroom in order to create more positive and constructive relationships among students from varying backgrounds. The present study investigated the restructuring of seventh grade mathematics classes by means of student teams and instructional games. The study examined how this restructuring affected cross-race and cross-sex selection by students of their helpmates and friends. The subjects were 115 seventh grade students at a large urban junior high school; 43 percent of the students were blacks, and 47 percent were males. A two by two randomized design was used manipulating Task and Reward. Placing students on heterogeneous four-member student teams created significantly greater cross-race and cross-sex helping and friendship. Playing the instructional game had a marginal effect on cross-race helping only; however, the game-team combination increased considerably the incidence of cross-race and cross-sex interaction over that of games alone. (Author/JM)