AN EVALUATION WAS MADE OF THE SUCCESS OF A PROGRAM FOR DISADVANTAGED PRESCHOOL CHILDREN ESTABLISHED TO ENHANCE THEIR SELF-CONCEPT, INCREASE THEIR LEARNING ABILITY, AND FOSTER IN THEM A POSITIVE ATTITUDE TOWARD SCHOOL. THE PROGRAM FOCUSED ON THE INTERRELATIONSHIPS OF THE CHILDREN AND TEACHERS AND ON THE CURRICULUM IN THE 38 PARTICIPATING SCHOOLS. DATA WERE GATHERED ON A SELECTED REPRESENTATIVE SAMPLE BY OBSERVATION AND INTERVIEWERS' PERSONAL REPORTS. SOME OF THE FINDINGS WERE--(1) THE PROGRAM SUCCEEDED BEST IN CREATING POSITIVE FEELINGS ABOUT SCHOOL BUT WAS LEAST EFFECTIVE IN DEVELOPING THE CHILDREN'S ABILITY TO THINK AND REASON, (2) DESPITE THE PROBLEMS INHERENT IN THE SWIFT ORGANIZATION OF A HUGE, COMPLEX PROGRAM, THE NEED WAS STILL GREAT FOR REFINEMENT IN RECRUITMENT AND TRAINING OF PERSONNEL, COOPERATION IN ADMINISTRATIVE PLANNING, COMMUNICATION BETWEEN REGULAR AND SUMMER STAFFS, MORE GUIDANCE STAFF, AND BETTER USE OF AUXILIARY PROFESSIONALS, AND (3) MORE STAFF ORIENTATION AND GUIDANCE WAS NEEDED. INCLUDED IN THE REPORT WERE VARIOUS QUESTIONNAIRES, DATA SHEETS, AND INTERVIEW GUIDES FOR BOTH THE CHILD CENTERS AND HEADSTART PROGRAMS. (NH)