This study examined the effectiveness of a human relations component within the teacher education program at the University of Minnesota, Morris. The data source was a reflective written document completed by 60 elementary and secondary education students at the end of their programs. Results of the quantitative and qualitative analyses revealed that the graduates professed a strong commitment to human relation goals and provided evidence that they had acted — in limited ways — on their commitment. Students described curricular, instructional, and environmental adjustments made to meet human relations requirements. Length and location of field experiences in diverse settings influenced knowledge, attitude, and concerns.