Classroom practices of selected teachers in two school districts were studied to provide a research base for the development of inservice training in newly desegregated or multiethnic schools. This report discusses the second study, which tested the validity of implications drawn from the first study. Schools in the second study had initiated magnet programs with two formats: an extended learning program for gifted children; and a back to basics program. Seven teachers from two elementary schools participated in the study. Ethnographic observers, film, and self-report by the teachers were used to collect data. Following a description of the characteristics of the teachers and classrooms, observations on findings in six areas are presented: (1) instructional practices; (2) classroom management; (3) encouraging social interaction; (4) inculcation of values; (5) involvement with the community; and (6) followup discussions with the teachers. A comparison of the findings in the two studies showed the low priority of inservice training in school districts, the noninvolvement of the principals, and difficulties faced by teachers in achieving their needs in multicultural education methods. It is concluded that, since the proportion of minority students is increasing, schools must examine the components of successful multiethnic school environments and must address questions that have, in many cases, been avoided. (FG)