This report presents results from the Newark, New Jersey, site of the Foundations of Learning (FOL) Demonstration, an intervention and random assignment evaluation of a curriculum designed to target children's behavior and emotional adjustment through the training of preschool teachers. The demonstration adopted the model used by CSRP (formerly the Chicago School Readiness Project) and adapted it slightly to fit a new policy context. The remainder of this report refers to the model as "FOL." The FOL intervention was tested in two cities--Newark and Chicago--and it combined teacher training in effective classroom management with weekly classroom consultation. Consultants coached and mentored the teachers in the new strategies learned in the training workshops, and they provided individualized support to the highest-risk children in each FOL classroom. MDRC evaluated the results of this intervention. The findings for the preschool year indicate that FOL had promising effects on classroom quality, teachers' productive use of classroom time, and some outcomes for children. Yet these effects were not sustained, particularly for high-risk children, as they transitioned to kindergarten. Appendices include: (1) Additional Information on the Foundations of Learning Research Design and Sampling; (2) Supplemental Tables for Chapter 2; (3) Supplemental Tables for Chapter 3; (4) Impacts on Teachers' Reports of Skills, Mental Health, and Job-Related Stressors; and (5) Cost Estimates for the Foundations of Learning Model. Individual chapters contain footnotes. (Contains 24 tables, 6 figures and 3 boxes. Also includes additional references for earlier MDRC publications on the Foundations of Learning Demonstration, as well as references for the executive summary.) [Additional funding for this report was provided by the Nicholson Foundation. For the executive summary, see ED514651.]