The Multi-Ethnic School Environments Study evolved in response to the need for a research base for identifying teacher training needs in newly desegregated school districts. The ultimate goal of this five year project is to generate teacher training processes and materials to aid teachers in coping with the realities of desegregation. The first phase (1978-1979) was a year of ethnographic research which examined teachers' efforts to organize their classrooms and to encourage the integration of students in newly desegregated classes. This volume of the research report presents analyses of data derived from a series of classroom observations. Analysts examined four themes related to schooling in desegregated settings: (1) the socioemotional development of students, (2) teacher decision making in instructional organization, (3) student socialization and preparation for future work roles and, (4) administrative practices and policies that have an impact upon school integration. Each of the four analyses includes a description of the analysis design, discussion of the classroom case study data, comparative conclusions and recommendations or implications. (Author/MK)