A social psychological analysis of the school life of disadvantaged children indicates that conflicts result from the lower-class youngster's need to adjust to the expectations of middle-class society. A review of social psychological theory points to the implication that the cultural conflict is a fundamental one going to the very heart of basic social and personality organization. Moreover, the school as socializer of the disadvantaged child approaches him as a secondary system with expectations of behavior which are incongruent to him. The formulation of a primary-secondary group dichotomy suggests that the academic functioning of the disadvantaged child reflects an inability to become involved in schooling rather than a lack of will. Teachers should be aware of the patterns of social structure discussed here and research might determine the importance of this formulation for academic success. In addition, the school must choose whether to concentrate on the strengths of the primary system of the poor or whether to educate these youngsters toward middle class membership. If the choice is the latter, then in the early grades such techniques as role playing and role taking, and, in the later grades, the study of society would be effective. (NH)