An outdoor education program for migrant children was compared with a typical school program during the summer of 1969. The Wide Range Achievement Test was administered to both groups to obtain a pretest and posttest measure of reading and arithmetic. Visual-motor development was measured by the Bender-Gestalt scored by the Koppitz Developmental Scoring Method. A special measure of attitude toward the programs was also used. Each program enrolled about 65 children. Because of attrition and statistical requirements, population analyses were based on a sample of 26 from each program for a total of 52 subjects. Results were based on analysis of covariance applied to the posttest data with control for corresponding pretest information. Children in the typical indoor summer school program improved more in visual-motor development and arithmetic. No significant differences not accounted for by pretest differences were noted for attitudinal and reading modification. (Author)