This study investigates biracial learning teams and cross-racial friendship and interaction in desegregated junior high schools. Subjects were 424 seventh and eighth grade students in twelve English classes (164 of them black, 256 white, and 4 Asian). Each of five teachers taught 1-2 experimental classes and 1-2 control classes for ten weeks. Experimental students studied class worksheets in 4-5 biracial teams, and received recognition based on the sum of members' quiz scores. Control students studied alone, and received individual quiz scores only. Results indicated that the experimental students increased from pre-test to post-test more than the control students in the number of cross-racial friendship choices made on a socioeconomic instrument, and in the percentage of cross-racial choices over all choices. Behavioral observation showed that a higher proportion of peer interactions were cross-racial in experimental classes than control. These results provide further support for the use of multi-racial learning teams in desegregated classsrooms. (Author/EB)