REPORTS ON PROCEDURES USED TO DISCOVER WHAT MODIFICATIONS WOULD MORE EFFECTIVELY PREPARE TEACHERS FOR WORK IN SECONDARY SCHOOLS IN CULTURALLY DISADVANTAGED AREAS WERE PRESENTED. A STUDY OF THE PROBLEMS OF BEGINNING TEACHERS IN A DEPRESSED-AREA JUNIOR HIGH SCHOOL SHOWED THAT PROBLEMS AROSE FROM THE TEACHERS' LACK OF UNDERSTANDING OF LOWER CLASS CULTURE, FROM THEIR LACK OF COURSES APPROPRIATE TO THE ABILITIES AND NEEDS OF THE CHILDREN, FROM THEIR LACK OF INDIVIDUALIZATION OF INSTRUCTION, AND FROM THE STRAINS OF FUNCTIONING UNDER SCHOOL CONDITIONS. THE CREATION OF A SMALL SCHOOL-WITHIN-A-SCHOOL IN WHICH THREE TEACHERS AND A COORDINATOR WORKED WITH THREE CLASSES OF CHILDREN FOR 3 YEARS PRODUCED MORE GROWTH IN INTELLIGENCE AND ACHIEVEMENT THAN THE USUAL PUPIL-TEACHER ASSIGNMENTS IN JUNIOR HIGH SCHOOL. THE REPORTED DECLINE IN IQ SCORES AMONG SLUM CHILDREN WAS FOUND TO BE AN ILLUSION CREATED BY THE USE OF AN UNSUITABLE TEST IN THE SIXTH GRADE. A CULTURE-FAIR GROUP INTELLIGENCE TEST PREDICTED GROWTH IN SCHOOL ACHIEVEMENT BETTER THAN THE CURRENTLY USED GROUP INTELLIGENCE TESTS, AND WAS THEREFORE A MORE ACCURATE INDICATION OF THE POTENTIAL OF DISADVANTAGED CHILDREN. THE INTELLECTUAL FUNCTIONING OF SLUM CHILDREN WAS FOUND NOT TO DIFFER FUNDAMENTALLY FROM THAT OF POPULATIONS ON WHICH TESTS HAVE BEEN STANDARDIZED. TEACHER WHO ADMINISTERED PERSONALITY TESTS TO THEIR STUDENTS REPORTED GREAT IMMATURITY. AN EXPLORATION OF ADAPTIONS OF CURRICULUM AND TEACHING METHODS NEEDED TO IMPROVE INSTRUCTIONAL EFFECTIVENESS DISCLOSED SUCH NEEDS AS CLARITY OF STRUCTURE, REMEDIAL WORK, MEANINGFUL REPETITION, AND DIAGNOSIS AND INDIVIDUALIZATION AS PART OF CLASSROOM PROCEDURES. STUDIES ON THE EFFECTIVENESS OF SENDING UNDERGRADUATES TO WORK WITH SLUM CHILDREN IN AFTER-SCHOOL CENTERS INDICATED THAT THIS DEVELOPED GREATER UNDERSTANDING AND MORE FAVORABLE ATTITUDES.