This paper describes how a new university, African Nazarene University (ANU) in Kenya, used various means, including computer technology, for implementing learning goals for students from a wide variety of African countries and tribes. The paper stresses that the school, which opened in 1994 with 65 students, emphasized tolerance of differences from its inception. The paper reviews land acquisition, building, and such problems as frequent break-ins and unreliable electricity. Also addressed are faculty use of informal communication with students, the dedication of faculty, and developing student tolerance for different customs and foods. Specific strategies used to build tolerance are discussed. These included an open-door policy; the use of technology as a leveler, including required courses in keyboarding and computer applications; posting of "hallmarks" or goals of ANU students; and a view of faculty, staff, and administrators as positive role models. The paper notes that student and faculty unity were also furthered by a succession of crises during the school's first year. Samples of student comments on their ANU experience are attached. (Contains 14 references.) (DB)