Reported is an evaluation of the Child-Structured Learning in Science (CSLS) Curriculum using the intellectual models of Piaget and Guilford. A cognitive test instrument was designed to measure cognition of figural classes (CFC), convergent production of figural classes (NFC), evaluation of figural classes (EFC), cognition of figural relations (CFR), evaluation of figural relations (EFR), cognition of figural implications (CFI), convergent production of figural implications (NFI), and evaluation of figural systems (EFS). Kindergarten students were the control and first-grade students were treatment groups as well as control. The effectiveness of the curriculum was determined qualitatively by comparing the groups with respect to the percentage of concrete-operational children determined by responses to respective tasks. The effects of treatment, age, grade level, and treatment-age interaction were tested. Results indicated that within two age levels and across all concepts, there were more concrete-operational children from the treatment group. It was implied that the CSLS activities promoted development of specific concepts as well as the intellectual factors related to the concepts. (Author/EB)