An inservice teacher training program instituted for six teachers for the 1970-1971 school year introduced 185 sixth grade students to a curriculum in psychology based on experiential and inductive models of learning developed by the investigator. Two general hypotheses tested were: 1) that unselected classroom teachers can learn and comfortably use the materials and methods of this curriculum without extensive prior training in psychology; and 2) that children of 11-12 years can learn the content and methods of the field and profit in terms of general psychological comfort, increased motivation and performance in the general school curriculum, and increased self-concept. Findings indicate that teachers managed well in handling the concepts and materials; that their degree of training in psychology was irrelevant; and that they significantly changed in their approach to the classroom as a laboratory for emotional as well as cognitive growth. Teachers and parents described positive changes in terms of factors contained in the second hypothesis. Students demonstrated greater self insight, increased skills at abstract analysis, and enjoyment in the psychology curriculum. (Author/SJM)