This practicum study devised and evaluated a program designed to reduce overt incidents of stereotyping among diverse fourth through sixth graders in a large urban K-8 school. The 8-month intervention was comprised of six elements: (1) establishing a safe secure classroom atmosphere governed by consistent authoritative discipline; (2) building realistic self esteem; (3) increasing cultural, ethnic, and racial awareness and appreciation; (4) providing opportunities for students to have a positive impact on the home, school, or community environment; (5) introducing and using peer mediation; and (6) forming a student group to combat stereotyping and prejudice. Observation of students in class, on playgrounds, and at recess; sociometric techniques; and investigation of administrative records were used to examine social interaction patterns and the incidence of serious behavioral infractions involving race or ethnicity. Results indicated that, as a result of the intervention, the use of ethnic or racial slurs in the classroom decreased below the expected number of incidents. Voluntary segregation dropped below the anticipated number of shared race or ethnicity groups in the cafeteria setting but not on the playground. The number of students choosing best classroom friends in sociograms with shared race or ethnicity declined below the number expected. Referrals to administrators for serious behavior infractions involving race or ethnicity also were reduced below the number expected. (KDFB)