This study of a Mennonite community and a sample of its students attending both a Mennonite and a public high school examines the educational process. Research objectives were to (1) construct an ethnography of the Minnonite school in order to understand the process of cultural transmission, (2) discover the patterns of cognition of the study participants, (3) ascertain the function of informal networks and ethnic identity in the transmission of culture, and (4) provide inductive generalizations. Information gathered by participant observation, formal and informal interviews, and various measures of ethnicity and cognitive perception documents the process of change due to passage of time and school orientation. Findings about value orientation, normative activities, evaluation of ethnic membership, religious orthodoxy, self-esteem, social networks, learning potential, and personality types are presented in the report. The impact of the Mennonite school on student attitudes is found to be most influential in the areas of normative, preferred or accepted, activities. The school appears to have minimal impact on student attitudes toward ethnicity, orthodoxy, and self-concept. Statistical and descriptive data from the study are included in the report. (JH)