This study was undertaken to provide information to policymakers and school administrators about the process of staff development in desegregated schools, characteristics of staff development programs, and district level perceptions of staff development. The study was based on data collected during field visits to 16 desegregated school districts. School staff and school board members were interviewed about their local staff development programs. Perceptions of staff development were found to fall into two categories: needs and outcomes. Generally, staff development programs were thought to need few improvements. Respondents saw needs for additional programs and for an overall assessment of the contribution of staff development to school desegregation. Respondents agreed that staff development was least effective in improving student achievement or attitudes. Additionally they agreed that staff development was most effective in improving teacher morale, intergroup relations, and teachers' perceptions of their competence. Interview guides and codesheets are appended. (Author/MK)