Initiated in February 1974, the Project consists of a mobile and a non-mobile component. In the mobile component, adults from the families who migrate are trained to serve as a teacher. These teaching adults tutor the children, usually in groups of 6 to 10 children, in each location to which they move. Since the public school has the primary responsibility for providing education, arrangements are made with the local schools to allow each adult to continue the tutoring. In the non-mobile component, the children leaving the Bilingual Mini Head Start program (see RC 008 937-942) are provided supplemental tutoring services. By continuing to work with these children outside of regular school hours, the children receive the continuation of instruction in the Spanish and English language program, the cultural knowledge lessons and activities, plus reinforcement of the instruction they receive in school in math and reading through continued work in the reading and math series begun as preschoolers. Covering the program's operations from July through December 1974, this report presents the third evaluation of the program's progress toward achieving the instititional, procedural, and educational outcome objectives. Overall, the objectives have either been met or partially met. Rationale for this program is briefly discussed. (NQ)