The research described in this paper is concerned with conceptual learning in disadvantaged children. The various studies discussed were concerned with the current learning capacity of the subjects. The tasks presented consisted of inductive concept problems. Subjects were provided with various experiences and the effects of these procedures on concept learning were observed. Lower and middle class children were compared under a variety of experimental conditions. Results indicate that compared to middle class children, lower class children are deficient in both discrimination learning and concept identification. Results also indicate that lower class children are responsive to a variety of procedures. Apparently, certain conceptual deficits of lower class children can be eliminated through the provision of training in discrimination learning. Thus the deficit is not a basic deficit in the capacity to learn or abstract. With preliminary training, the child can solve these problems with the same degree of efficiency as characterized the original performance of his middle class counterpart. (KJ)