A study was done to see if a teacher-guided, sequentially-arranged program of instruction for kindergarten children used in addition to a regular classroom program is more effective in producing general intellectual gains and specified behavioral characteristics than two instructional alternatives. These alternatives were (1) participation in a regular kindergarten program or (2) participation in a special program of expressive activities (such as finger painting, block play) in addition to a regular kindergarten program. Subjects were 104 disadvantaged kindergarten children. Each instructional group had approximately 30 hours of actual contact time. The Stanford-Binet and the Peabody Picture Vocabulary Test (PPVT), were used to measure intellectual functioning, and experimental task situations were used to obtain measures of attention, visual retention, visual discrimination, task persistence, divergent uses, and classification. Results did not support theories on the advantages of sequential instruction or a special program of expressive activities in addition to the regular classroom program. Appendixes describe the programs and give test data for subjects. [Not available in hard copy due to marginal legibility of original document] (DR)