A SCHOOL- AND HOME-BASED PRESCHOOL PROGRAM WAS INSTITUTED FOR CULTURALLY DEPRIVED, FUNCTIONALLY RETARDED, 3- AND 4-YEAR-OLD NEGRO CHILDREN TO PROVIDE RESEARCH OPPORTUNITIES AND TO ENABLE THE CHILDREN TO SUCCEED IN SCHOOL. A CHILD WAS CHOSEN FOR THE PROGRAM ACCORDING TO CERTAIN RATINGS OF HIS PARENTS' BACKGROUND, HIS OWN IQ, AND HIS ACHIEVEMENT. THE EARLY MORNING PERIOD OF THE PRESCHOOL PROGRAM WAS CONDUCTED ON AN INDIVIDUAL BASIS, WITH EACH OF THE FOUR TEACHERS STIMULATING AND GUIDING LEARNING EXPERIENCES. THE LATER MORNING PERIOD CONSISTED OF LARGE-GROUP ACTIVITIES. AN AFTERNOON HOME-BASED PROGRAM PROVIDED INDIVIDUAL ATTENTION FOR THE CHILD AND A CHANCE TO INVOLVE THE MOTHER IN THE EDUCATIONAL PROCESS. GROUP MEETINGS FOR PARENTS, HELD SEMIMONTHLY, AIDED IN GETTING BOTH PARENTS INVOLVED IN THEIR CHILDREN'S EDUCATION. THE PROGRAM WAS QUITE SUCCESSFUL. THE CHILDREN BECAME MORE RECEPTIVE AND INTERESTED, AND MOST PARENTS SEEMED PLEASED WITH THEIR CHILDREN'S PROGRESS.