This study's purpose was to develop and evaluate programs based on psycholinguistic theory for rural black disadvantaged 4-year-olds. The treatment conditions, administered in mobile labs, were (1) a 9-month general enrichment curriculum, GE (N=8 comparatively advantaged white children), (2) a 3-month structured Peabody curriculum, P3 (N=8 disadvantaged black children), and (3) a 9-month structured Peabody curriculum P9 (N=8 disadvantaged black children). Each child was matched by age, race, sex, and socioeconomic status to an untreated control child. Internal evaluation by two observers documented the attainment level of each child over a year and provided diagnostic data for the teachers. External evaluation involved post-program testing on the Stanford-Binet, Illinois Test of Psycholinguistic Abilities, Caldwell Preschool Inventory, Englemann Concept Inventory Scale, and the Metropolitan Readiness Tests. Test results indicated: (1) Stanford-Binet: a treatment effect; favored the Peabody curriculum, (2) ITPA: a treatment effect; favored both the GE and P9 curricula, (3) Caldwell: uncovered only a treatment effect, (4) Englemann: did not differentiate between groups, and (5) Metropolitan: found only a surprising superiority of the P3 curriculum. More than one-third of the document presents data in tabular form. (MH)