The purpose of this investigation was to explore the relationship between experimental preschool intervention and changes in selected behavior responses of Appalachian preschool children from deprived environments who received 20 weeks of home instruction. Three groups received separate treatments. Treatment 1 consisted of association learning and conceptualization learning and utilization of materials not associated with the subject's environment. Treatment 2 consisted of association and conceptualized learning and utilization of materials associated with the subject's environment. Treatment 3 was unstructured and involved reading to, telling stories to, and playing games with the subjects. Meaningful subject response was reinforced. Pre- and post-testing indicated that formal preschool instruction positively affected verbal behavior, as indicated by the Peabody Picture Vocabulary Test; increased correct performance behavior on the Porteus Maze Test; and increased readiness behavior responses on the Lee-Clark Readiness Test. In the post-Koppitz Human Figure Drawing Test, a smaller number of Emotional Indicators were noted for treatment groups 1 and 2. It was further determined that Appalachian preschool children can learn in their home environment and that college students can learn to relate to and perform as teachers for Appalachian preschool children. Included are 16 tables and a list of 95 references. (MJB)