Students who go to a junior community college because their grade-point deficiencies in secondary schools block entrance to regular 4-year institutions present motivational challenges to educators. Two of the major problems in motivating a college student when his efforts in the educational system have already been largely futile include lack of adequately trained personnel and lack of suitable educational aims. Adequate teacher training would include anatomy and physiology, psychology, elementary reading, diagnostic testing and interpretation, remedial techniques, and a sociological background sufficient to handle students from various types of environments. A problem more important than trained personnel is providing motivation related to suitable aims and goals. Education to be relevant must fit with reality. The culturally deprived student is practically-oriented and not given to abstract ideas. Since his is operating on a sensori-motor level rather than a cognitive level, it would seem that our structured academic system must undergo a change if it is to educate for reality. First we must find out what reality is for our students, and then educate them accordingly. References are included. (BH)