This study examines the racial attitudes of Black, White, and Hispanic students in a Boston middle school. Group and individual interviews were conducted with two Black (both female), two White (1 male, 1 female), and two Puerto Rican (1 male, 1 female), students who are enrolled in a new middle school with a multicultural curriculum where bilingual and monolingual students are combined for most classes. The school is located in a Black and Hispanic housing project. Interviews were tape recorded, transcribed, and analyzed by theme. The following findings are reported: (1) all students had first-hand experience as victims of racial hostility and, in some cases, racial violence in the outside community; (2) students discussed tensions they had observed in Black/White, Hispanic/Black, and Hispanic/White relations; (3) friendship choices in school reflected considerable racial and ethnic aggregation; (4) all students agreed that all groups got along in class; (5) five of the six students felt strongly about the importance of attending an integrated school; (6) each of the students evidenced some racial and ethnic prejudice; and (7) the negative attitudes of the Blacks toward their own ethnic identity contrasted with the positive attitudes of the Whites and Hispanics. The students' race consciousness was interpreted as a response to growing up in a race conscious community. Their longing for racial harmony is a reaction against the racial hostility that they perceived as a reality in Boston, although to a certain extent their own attitudes had been negatively affected. One reference and a copy of the interview guide are appended. (FMW)