What goes on inside desegregated schools and how desegregation has affected children's education are two questions addressed in this publication. In an effort to focus upon these questions, eight recently integrated schools were examined by the author. They include public schools from the elementary to the high school level in both rural and urban areas. Schools in Denver, Dayton, Boston, rural Mississippi, Miami, San Francisco, rural Kentucky, and Nashville are discussed. The overriding goal in all of these eight schools is planned cooperative change. Examples of educational leadership at the school and classroom level are cited, with individual efforts by both principals and teachers described. General issues discussed include attendance, student achievement, existing racial barriers, teacher response to minority children, approaches to individualization, and the supervision of white teachers by black administrators or principals. Much of the information is presented in the form of informal observations and interviews with students, teachers, and principals. Though numerous problems are still apparent in these schools, this report gives a generally positive picture of the effects of desegregation on the education of affected students. (GC)