Research was conducted to evaluate the effectiveness of a 12-week intervention program of individual instruction for disadvantaged preschool children. Based on this pretest, 17 children with IQ scores of 107 or less were selected and placed into experimental and control groups. The experimental group was exposed to individual cognitive and language development instruction designed to offset lags in intellectual growth commonly identified as effects of socioeconomic disadvantage. Tutorial sessions for each member of the experimental group were scheduled for four 15- to 20-minute periods per week, but only 56 percent of available sessions were utilized. Content of the sessions focused on classification and differentiation. Posttests showed gains for the experimental and control groups of 4.7 and 5.9, respectively. Discussion of these results includes suggestions concerning the selection of children for participation in individual instructional programs, counterindications of the present study, and recommendations regarding patterns of individual teaching assignments. Statistics are reported in two tables, and an appendix contains an enumeration of the content of the tutorial sessions.(JS)