The purpose of this dissertation was to examine the events which developed in Kalamazoo, Michigan and Evanston, Illinois during the transitional period in which the public schools in each community moved from segregated to desegregated systems. One of the school districts resisted desegregation and was forced with a court order to desegregate its public schools. The other school district implemented a desegregation plan voluntarily, without a court order. The study also considered the opinions and perceptions of school people and community leaders as to the advantages and disadvantages of voluntarily implementing a desegregation plan without a court order. The study is historical in nature and is restricted to the periods representing the first five years of desegregation in these communities. Extensive personal interviews were conducted in both communities. Based upon the findings, the following conclusions were put forth: (1) according to the majority of persons interviewed in each community, the implementation of a voluntary desegregation plan has more advantages than disadvantages for local school systems, (2) under a voluntary plan, control and ultimate decision-making power can remain with the legally elected authority, namely the board of education, (3) school boards that resort to litigation in continuing to resist desegregation are certain to remain under court supervision for a long period of time lessening their discretion to make certain kinds of decisions, and (4) firm support from political groups, civic groups, churches, and the press is essential to carrying out a successful desegregation plan. (Author/AM)