This project is based on the premise that a low self-concept can handicap a child's academic and social achievement to such a degree that a pattern of failure, frustration and "school dropout" is evidenced. The project design included the development of a 12-month program in three phases: (1) summer session, during which relationships between parents, teachers and pupils were developed, (2) a two-week camping program, the purpose of which was to learn through everyday living experiences, and (3) the school year program with its provisions for a personalized curriculum, self-paced instruction, on-the-spot counseling, and a continuous progress concept. Results indicated that the two-week camping program was the most valuable total unit of the project and self-pacing its most valuable single element. The research reported herein was funded under Title III of the Elementary and Secondary Education Act. (TL)