Alabama State University conducted an experiment in teaching the disadvantaged. The major purpose of the project was to indicate that deprived youth can learn the same as more privileged youth, if their difficulties are diagnosed, if they are taught and exposed to quality instruction, and if they are provided with whatever empirical evidence indicates they need. The one group technique of the experimental method was employed wherein two potential teachers who exhibited talent and academic strength in English, speech, drama, and mathematics were assigned to teach a class of 30 deprived pupils for a period of six weeks. The instruments employed in the research consisted of the California Achievement Tests (arithmetic and language sections); a behavior rating scale; and a self-concept inventory. Four conclusions indicated success in some aspects of this experiment; however, definitive conclusions can not be drawn from these small samples. Recommendations suggest further study in this area. Appendixes of related program material, a 9-item bibliography and a 4-item record listing are included. (MJM)