During the first half of the 1988-89 school year, the Chapter 1 Prekindergarten Program of the School District of the City of Saginaw, Michigan, screened 488 children and served 446. Process evaluation data on cognitive, psychomotor, parent participation, education, language development, and scheduling activities in 13 classrooms revealed that: (1) except for grouping and regrouping, activities to meet daily objectives were taking place; (2) a record of parent participation was maintained in all sites; (3) labels were posted on objects throughout classrooms to help children recognize words; (4) language-related displays, such as lists and experience stories, were readily apparent in each classroom; (5) teachers varied widely in their employment of language production and enhancement techniques; (6) a review of "pat" phrases used by teachers indicated that affective as well as cognitive and psychomotor activities were taking place; and (7) wide variation in methods used to schedule center-to-center free play was observed. Findings indicated that while some areas needed improvement, the program was generally operating as planned. Recommendations for program improvement are offered. Two appendices provide the number of participants by building and the prekindergarten activity observation checklist. (RH)