This study investigated the influence of a community-based heritage culture program on Chicano students in a southwestern suburban middle school. Subjects were 61 seventh- and eighth-grade students, all Chicanos, with little or no previous instruction in indigenous Mexican culture. The pre- and post-survey, administerd a week piro to and 3 weeks after treatment, was an interest inventory concerning the students' cultural knowledge, self-esteem, goals, reading preferences, reading attitudes, career choice, reading topics, and college goals. The treatment entailed 2 days of lecture, with handouts, and 1 day of dance activity related to Mesoamerican culture. Results show significant differences in the students' familiarity with indigenous Mexican culture, and positive response to the heritage presentations. It is concluded that such exposure to heritage culture adds meaning to students' education, particularly in a culturally diverse context, and adds to self-esteem. Contains 25 references. (MSE)