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An action research project developed and implemented a program for increasing global skills and awareness of ethnic diversity in the classroom so that students could better understand others. The targeted population at two midwestern sites consisted of middle school sixth graders and high school learning disabled students in social studies classes. Lack of understanding of multicultural groups is documented through teacher-constructed questionnaires, teacher surveys, and tests. Analysis of probable cause data indicated that students and teachers lacked understanding of ethnic diversity and perspective in the classroom due to inadequate teacher training and school support, low tolerance for each other, lack of social skills, and superficial curriculum materials. A review of solution strategies suggested by knowledgeable others, combined with analysis of the problem setting, resulted in three major areas of intervention: use of cooperative learning, global understanding, and tolerance. Given the many opportunities to develop a better understanding of global issues, students showed an improved respect for cultural differences in their community and the world. They were able to communicate with each other and had a newfound awareness of geography and the application of its five themes. A comparison of the results of a pretest and a posttest showed an increased number of correct responses. Analysis of posttest results indicated a majority of students had a better understanding of human geography. Direct teaching of map skills, tolerance, and current events is strongly recommended. Contains 3 tables of data and 31 references. Five appendixes contain researchers' letter to the teacher, a sample teacher survey, pretest and posttest advisories, and a global awareness questionnaire. (Author/BT)