A sample was taken of 120 children in grades 1, 3, and 5 in two rural Newfoundland communities. To examine behaviors related to school success, the Wechsler Intelligence Scale for Children (Revised), Illinois Test of Psycholinguistic Abilities, and the Concept Assessment Test were administered to all subjects. In order to assess the correlation between low achievement and family variables, father's and mother's education and occupation, the number of children in the family, and the household composition were examined. Parent interviews were conducted to understand the relationship between home environment and school success. Achievement press, language models, academic guidance, activeness, intellectuality, and work habits of the family were studied. It was concluded that the children from one of the schools showed environmental impoverishment. Studies of low socioeconomic status (SES) children between the ages of three and six show they are intellectually retarded and do not later make significant gains in school. The most widely endorsed strategy for helping them is enrichment. However, because of lack of time, the objectives of compensatory programs must be limited to learning experiences that will promote school success. Research clearly indicates that it is only through direct teaching programs and involvement with the home that the low SES child makes significant gains in school success. (Author/MC)