THE FIRST OF A SERIES OF THREE PROJECTS WAS DESIGNED TO STUDY THE RESPONSES OF CHILDREN AND THEIR PARENTS IN AN EFFORT TO FORMULATE AN EXPERIMENTAL GUIDANCE PROGRAM. A GROUP OF 111 NINTH-GRADE STUDENTS WHO LIVE IN LOW-RENT DISTRICTS WAS STUDIED. IN ADDITION TO THE ANALYSIS OF THE STUDENTS, SCHOOL RECORDS, APTITUDE TESTS, AND PREFERENCE TESTS, THE PARENTS WERE INTERVIEWED. FINDINGS SUGGEST THAT SHORT-TERM EFFORTS TO HELP PARENTS OF STUDENTS WITH HIGHER APTITUDES MOTIVATE THEIR CHILDREN MIGHT BE EFFECTIVE IF THE PARENTS HAVE A GENERALLY HIGH EDUCATIONAL LEVEL AND IF THE STUDENT HAS HIGH VOCATIONAL ASPIRATIONS, EFFORTS TO GUIDE PARENTS OF STUDENTS WITH BELOW AVERAGE SCORES WOULD REQUIRE LONGER TERM, MORE EXTENSIVE SERVICES. STUDENT PREFERENCE TESTS INDICATED THAT THE GUIDANCE PROGRAMS SHOULD INFLUENCE THE TALENTED YOUNGSTER TO IMPROVE HIS SCHOOL PERFORMANCE. THE SECOND PROJECT WAS A GUIDELINE PROGRAM DESIGNED, IN LIGHT OF INFORMATION OBTAINED IN THE FIRST STUDY, TO HELP PARENTS DEVELOP TALENTS AND ABILITIES OF THEIR NINTH-GRADE CHILDREN. EACH FAMILY RECEIVED ONE TO SIX INDIVIDUAL CONFERENCES AND SIX 2-HOUR GROUP INFORMATION SESSIONS. THE THIRD PROJECT WAS SIMILAR TO THE SECOND WITH THE EXCEPTION THAT IT WAS AIMED AT THE FAMILIES OF SEVENTH-GRADE STUDENTS.