This three-year study, which took place between 1996 and 1999, employed a qualitative, multiple case study design to describe approaches and processes used by school leaders who were effectively promoting positive ethnic and race relations on their campuses. Nine sites were located in the San Francisco Bay Area and twelve in other parts of the U.S., for a total of 21 sites, including elementary, middle, and high schools. The study indicates that schools and districts play a complex and uneasy role in changing race/ethnic relations, both hindering more positive relations and fostering them as well, often at the same time. The proactive leaders involved in the study help us understand that, despite powerful constraints and barriers, school leaders do have the power to influence race/ethnic relations in a positive direction. Proactive leadership in interethnic relations, as described in the study’s final report, resulted in numerous positive outcomes, such as improved interethnic relations among students; increased academic achievement among students; improved student behavior indicators; increased staff collaboration; increased staff awareness about interethnic relations and diversity; and increased involvement of diverse parents.