This paper presents the findings from a study designed to determine the relationship of student racial prejudice to the classroom dimensions of student performance, feelings of personal adequacy, perceptions of classroom working conditions, and teacher influence in sixteen racially mixed classes. The techniques employed were paper-pencil instruments, classroom observations, and interviews. Findings revealed that student racial prejudice appeared to be most strongly related to students' perceptions of the existence of common goals and teachers' attempts to institute this condition; student's self concept of academic ability and the equality of black and white student achievement levels; the extent to which students sat among each other interracially and the extent to which teachers placed importance upon and attempted to institute the condition of cooperation. These findings may have significance for curricular design in racially mixed environments and for pre and inservice education of teacher interns and experienced teachers. (Author/AM)