In an ethnographic study of three recently desegregated junior high schools, the pressures placed upon teachers by students in different academic tracks were analyzed. Students in each track were grouped homogeneously in terms of race, social class and academic performance. The methodology of this study consisted of utilizing students' responses to interview questions along with classroom observations. Though teachers' beliefs about educational goals and the proper character of the student teacher relationship varied significantly in these schools, there was as much variation in the behavior of the same teacher with different tracks as in the behavior of ideologically opposed teachers with the same track. Further, where desegregation was recent, teachers' ideologies showed significant effects from the behavior and expectations of the socially homogeneous student bodies in the schools where they had taught before desegregation. A conclusion of this study is that when desegregation brings sudden and significant changes in not only the racial but also the social and academic attributes of students, the adjustments required of the faculty in both educational theory and daily practice are an important factor in the social changes which will occur in the school. (Author/GC)