Reported are findings of a large-scale, longitudinal follow-up study of the Home-Oriented Preschool Education (HOPE) Program, one facet of a multifaceted attack on the endemic problem of underachievement in Appalachia, which sought to find solutions viable within the region's family and cultural traditions. The scope of the study is immense, encompassing child data from the preschool years through high school graduation, including multiple perspectives of family demographics and functional indicators of child rearing performance, and focusing on the contribution of a home visitor treatment during the preschool period. The 12 sections of the report discuss: (1) background and overview of study; (2) measurement procedures used; (3) characteristics and meaning of 72 major derived variables; (4) establishing the construct meaning of indicator variables; (5) inferential studies controlling for socioeconomic status, including academic orientation, parental support of learning, parental generativity, parental nurturance/affection, parental control/dominance, and home environment; (6) nurturance and control; (7) school promotion and retention; (8) graduation, dropping out, and consequences; (9) multivariate analyses of outcomes; (10) personality and social behavior; (11) parenting and school-home relations; and (12) conclusions and recommendations. A summary is provided in the final chapter. It is concluded that HOPE was an effective primary prevention program relative to academic issues for boys and girls. Further, the program prevented unfavorable emotional patterns and personality characteristics in boys and enhanced the self-concepts of girls. Over 70 references are cited, 34 of which focus on the HOPE program and related work. (RH)