A group of 12 disadvantaged women--mostly Mexican-Americans, Negroes, and Yaqui Indians--were enrolled in a twelve-week Migrant Opportunity Program at the Early Childhood Education Laboratory of the University of Arizona in order to train them as preschool teacher aides. Some reading materials were developed by the laboratory staff, but the primary emphasis was on learning through experience. Arrangements were made for the trainees to observe the behavior and responses of children from infancy through age six, and microteaching demonstrations were critiques to identify principles of learning and concommitant adult responsibility for systematized organization and methods of teaching. Teachers criticized their own performance as a model of self-analysis for the trainees. Practice in the use of art media, playing games, and story telling was informal. Statements by aides at the end of the program indicated that they felt they had developed a sense of self-confidence and had learned to communicate with children. They also felt they had developed better relationships with their own children as a result of the program. [Not available in hardcopy due to marginal legibility of original document.] (RT)