THIS DOCUMENT EXAMINES 3 METHODS OF PRESCHOOL INTERVENTION, (1) HOME TUTORING SERVICES, (2) HOME TRAINING OF THE INFANT BY THE MOTHER, AND (3) CLASSROOM (NURSERY SCHOOL) INTERVENTION. THE RESULTS OF PROVIDING 1 YEAR OF TUTORING IN THE HOME OF DISADVANTAGED CHILDREN WAS ENCOURAGING. THE TUTORED AND NONTUTORED CHILDREN WERE COMPARABLE ON THE CATTELL AS A PRETEST, BUT THE TUTORED CHILDREN PERFORMED HIGHER THAN THE NONTUTORED ON 31 OF 33 VARIABLES OF THE STANFORD-BINET AS A POSTTEST. THE SECOND METHOD OF INTERVENTION FOCUSED ON INSTRUCTING MOTHERS IN WAYS OF STIMULATING THE INTELLECTUAL AND LANGUAGE DEVELOPMENT OF THEIR CHILDREN. THESE CHILDREN SCORED GAINS ON BOTH THE STANFORD-BINET AND ITPA OVER THOSE OF THE CONTROL CHILDREN WHOSE MOTHERS DID NOT PARTICIPATE IN THE PROGRAM. THE THIRD METHOD INVOLVED COMPARING 5 TYPES OF 1-YEAR PRESCHOOL INTERNVENTION PROGRAMS. THE RESULTS OF MEASURES OF PERFORMANCE OF CHILDREN IN THESE 5 PROGRAMS INDICATED THAT THE MORE HIGHLY STRUCTURED PROGRAMS WERE MORE EFFECTIVE AS SHOWN BY SCORES ON THE STANFORD-BINET AND ITPA. PART OF THIS STUDY WAS EXTENDED INTO A SECOND YEAR IN WHICH CHILDREN FROM 2 OF THE 3 MOST EFFECTIVE PROGRAMS OF THE 5 PROGRAM STUDY WENT ON TO KINDERGARTEN AND THE CHILDREN OF THE THIRD EFFECTIVE PROGRAM REMAINED IN THAT INTERVENTION PROGRAM. THE RESULTS OF SCORES OF THESE 3 GROUPS INDICATE THAT PERHAPS GAINS MADE DURING A YEAR OF NURSERY SCHOOL ARE NOT MAINTAINED WITHOUT FURTHER SPECIAL INTERVENTION. THIS PAPER WAS PRESENTED AT THE AMERICAN EDUCATIONAL RESEARCH ASSOCIATION (CHICAGO, FEBRUARY 10, 1968). (WD)