This document proposes a kindergarten curriculum designed to contribute to a substantial reduction of the cultural and conceptual gaps in the development of disadvantaged children. The study of an urban kindergarten class of 25 focuses on a curriculum emphasizing social studies, mathematics, and language and on teaching methodology with emphasis on parent involvement. A description of the project is followed by chapters on structural programs in social science, mathematics, and language and a chapter devoted to the teacher and teaching strategies. According to this document, a major finding of the study was that the single most productive teaching strategy for disadvantaged kindergarten children was the selection of very specific goals toward which to plan. Conclusions on curriculum success are outlined. (DO)