This paper describes methodologies and instruments for assessing interpersonal relationships and problems in desegregated schools. Two studies are described in which students entering predominantly black colleges were asked to report retrospectively concerning their (desegregated) high schools' social environments. The studies employed two alternative methods for assessing dissatisfaction and/or seriousness of problems. One of the methods compared the discrepancies between "perceived" and "ideal" environmental characteristics. The other method involved ratings of the "perceived" conditions and the "seriousness" of any problems emanating from the conditions. The studies indicated that among the dissatisfactions and/or problems regarded as most serious by the students were: lack of courses and activities relevant to the needs of black students; limited participation of black students in extracurricular, social, and other school activities; discriminatory attitudes and practices of teachers and others, especially with regard to discipline; opposition of some parents to integration; and lack of identification and loyalty to the school. The problems identified using both methods were similar in a number of instances, although important differences between the methods were noted. (Author/JM)