This program was designed to encompass personal growth, openness, and integration of affective and cognitive growth in the participants. Summer 1970 training sessions consisted of 2 weeks of intensive encounter work for 3 groups of 20 participants each, followed by a 3-day session on curriculum and methodology for the total group. During the school year each of the groups met one night a month, and the entire group met one day a month. The project staff kept a schedule of supportive classroom visits throughout the year. Evaluation of program effectiveness was based on questionnaires given to all participants and on feedback on the monthly workshops. Program teachers were compared with two other groups of beginning teachers: a control group graduated from teacher education programs and a control group graduated from liberal arts programs. These groups were compared at the end of their first year of teaching in three ways: a) total and factor scores on the Minnesota Teacher Attitude Inventory; b) Beginning Teacher Questionnaire, developed for this project; and c) Classroom Observation Schedule, which included the Joyce Category System. Program participants developed more open and understanding attitudes while in the program. Participant feedback was positive with regard to the 2-week summer session and positive, but nonspecific, with regard to the monthly meetings. (Author/HMD)