This document is the first year's report of a continuing study of the effects of two Head Start preschool experimental programs. Subjects were children from poverty areas in Grand Rapids, Michigan. Seven teachers who were most opposed to a Bereiter-Engelmann type highly academic structured program were assigned to Group I; and seven teachers least opposed, to Group II for teacher training. Three teachers from Group II and four teachers from Group I were assigned to classes in Experiment A (Bereiter-Engelmann), and four teachers from Group II and three from Group I taught in Experiment B. Observation revealed that while there was more variation among B classes than among A classes, no classes in B were similar to classes in A, either in terms of content emphasis or predominant method of instruction. At the end of the program tests were administered to the children, and teachers and parents were inventoried. Experiment A appeared to overcome initially negative teacher attitudes. Students in Experiment A (with a mean IQ of 108.1) and Experiment B (with a mean IQ of 105.7) had a higher measured intelligence than the control group (with a mean IQ of 94.8). Results were reported as a statement of progress. Research analyses and kindergarten-first grade followthrough studies will be made. (DO)