A third-year study was made to evaluate visual imagery as an educational technique for effective learning with culturally disadvantaged students. The major objective was to improve self-concept of 9-, 10-, and 11-year-old inner-city pupils using the motivational forces of filmmaking and cultural experiences to improve the ability of the children to communicate and evaluate ideas. Pre- and posttest scores from the Piers-Harris Children's Self Concept Scale were collected from both experimental and control groups. The findings showed: (1) improved self-concept at better than .05 level of significance and at .02 level of significance over the control group, (2) improved personal and group relationships, (3) improved self-expression, (4) increased class attendance, and (5) positive changes in establishment behavior patterns by students as a result of participation in film group activities. This study recommends continued and expanded evaluation design strategies to include and benefit more children. (WCM)