The origins, rationale, and design of a program to prepare refugee children for elementary school experiences in the United States are described. The program, conducted in overseas refugee camps, began in 1987 as a complement to adult transitional programs. All children receive 18 weeks of instruction, with a schedule and activities similar to those found in a typical U.S. elementary school. The largest single block of school time is spent on English-as-a-Second-Language (ESL) instruction, taught thematically through a variety of activities integrating language skills (listening, speaking, reading, writing) and science and social studies content instruction. Additional time is devoted to English literacy, mathematics, and enrichment activities. The report describes program structure briefly; the bulk of the report is an explanation of guiding principles underlying the program, methodologies used for oral language development (the natural approach) and literacy development (whole language approach), and a list of classroom instructional materials used, with publishers' addresses. (MSE)