EDUCATIONAL OBSTACLES FOR MIGRANT CHILDREN INCLUDED FREQUENT MOVEMENT FROM STATE TO STATE, PARENTAL INDIFFERENCE, ADJUSTMENT TO NEW SITUATIONS, PLACEMENT TESTS, LOW INCOME, POOR HOUSING, INADEQUATE SANITATION, MEAGER MEDICAL FACILITIES, SOCIAL DISCRIMINATION, RELUCTANCE OF SCHOOLS TO EXPAND FACILITIES ON A TEMPORARY BASIS, LACK OF CLOTHING AND FOOD, LACK OF SCHOOL APPROPRIATIONS, AND LANGUAGE BARRIERS. A SUMMER SCHOOL PILOT PROJECT WAS SET UP FOR SPANISH AMERICANS AND FOR CANADIAN INDIANS. CLASSES FOR THE MOST SEVERELY HANDICAPPED WERE HELD. PERSONAL INVITATIONS, RADIO BROADCASTS, NEWSPAPERS, TEACHER CONTACTS, AND BUS TRANSPORTATION WERE EMPLOYED AS MEANS OF INDUCING ATTENDANCE. BASIC INSTRUCTION WAS GIVEN IN LANGUAGE ARTS AND ARITHMETIC. LITTLE ATTENTION WAS GIVEN TO HEALTH BECAUSE OF A LACK OF TIME. THOUGH VALUABLE GAINS WERE MADE BY THOSE WHO ATTENDED THE SUMMER SCHOOL, THE PERIOD WAS TOO SHORT AND THOSE MOST IN NEED OF HELP DID NOT ATTEND. SPECIALLY-TRAINED TEACHERS WERE NEEDED TO GIVE ENOUGH INDIVIDUALIZED ATTENTION AND TO OVERCOME THE LANGUAGE BARRIER. PHOTOGRAPHS DEPICTING ACTIVITIES DURING THE PROGRAM WERE INCLUDED.