Reports on a project designed (1) to explore the utility of the University of Hawaii Preschool Language Curriculum in a broad field-testing situation with teachers of varying skill and background; (2) to determine whether or not there is loss of effectiveness when the amount of supervision and consultation has been reduced from that provided in locally administered projects; and (3) to measure the effectiveness of the curriculum with groups using several nonstandard dialects other than Hawaiian pidgin. The curriculum was taught in 16 classes of Appalachian, Hawaiian, Indian, Mexican-American, northern urban, southern Negro, and Puerto Rican children. Children were given the PPVT and the ITPA initially and again after a 6-month interval. The change from pretest to posttest on each measure was computed for each class. The experimental teacher was ranked in terms of the total net gain and was also ranked independently by the project staff in terms of effectiveness in using the language curriculum. Both the rank order and tetrachoric correlation coefficients between these two variables were significantly different from zero beyond the .01 level of confidence. Appendixes comprise more than half the document. (Author/AJ)