Two influences that are held to produce a lack of academic motivation in mixed minority group children are identified. (1) Minority students frequently come from families that, for a variety of reasons, do not encourage academic excellence; (2) the New Rochelle school program does not compensate for this lack by offering replacement encouragement to uplift the students' self-concept and offset the debilitating effects of a motivation-less out-of-school environment. This practicum is stated to have been designed to modify these influences. It addresses itself to the development and implementation of a three-year family involvement program that would enable parents and students to make future choices based on more adequate information and decision-making skills and provide a framework in which parents would learn improved strategies for increased interaction between the child and parents related to educational choice, thereby promoting and broadening the aspirational level of black and Italian junior high school students toward future career choices. One of the significant outcomes of this project is stated to be that it was possible to enable students to achieve self-discovery while giving them a start towards self-direction. This practicum is now a full program at a junior high school. (Author/AM)