METHODS BY WHICH CULTURAL ENRICHMENT PROGRAMS CAN HELP TO ELIMINATE JUVENILE DELINQUENCY ARE DISCUSSED. IT IS STRESSED THAT CULTURE IS A SET OF VALUES, RATHER THAN A SERIES OF CONCEPTS. IF CULTURE IS TO BE TRANSMITTED TO STUDENTS, TEACHERS MUST LIVE ITS VALUES. ATTENDING CONCERTS AND PLAYS IS NOT SUFFICIENT. ONLY IN THE BROAD SETTING OF A TOTAL SCHOOL PROGRAM CAN SUCH VALUES BE FORTIFIED AND DEVELOPED. FLEXIBILITY OF TEACHER-TRAINING INSTITUTIONS AND CERTIFICATION REQUIREMENTS SHOULD BE INVESTIGATED, SINCE THE TEACHER IS IN THE MOST STRATEGIC POSITION TO CHANNEL CULTURAL CONFLICT INTO GROWTH. INTEGRITY AND KNOWLEDGE OF SELF ARE POINTED OUT AS THE MOST CRUCIAL AREAS OF CONCERN FOR TEACHERS WORKING WITH CULTURALLY DIFFERENT YOUTH. THIS PAPER WAS PRESENTED TO THE EDUCATIONAL CONFERENCE, SCHOOL PROGRAM FOR DELINQUENCY PREVENTION AND CONTROL, (WASHINGTON, OCTOBER 30, 1963).