Sixty students in San Francisco's Mission High School were divided into treatment (30 students) and control (30 students) groups to examine the relationship of participation in a Hispanic Ethnic Dance Curriculum to various aspects of behavior and to gain in knowledge of specific aspects of Hispanic culture. Students were administered the Tennessee Self-Concept Scale, Folklorico Culture Quiz, and a general questionnaire. Tests and questions were presented in written and audio form via a tape recording. The treatment group then participated in a 6-week Hispanic Ethnic Dance Curriculum, which emphasized Hispanic dance and ethnology. Clinical observations were made of the students' in-class attitudes and cooperation, and their verbal statements and responses. During the same 6-week period, the control group participated in a modern creative dance course. At the end of the 6 weeks, both groups were administered the same pre-tests. Analysis of variance via regression established the importance of the relationships between: profile and self-concept, profile and the cognitive measure, ethnic group and self-concept, and ethnic group and cognitive measure. Variables analyzed were profile, ethnic group membership, total self-concept score, and Folklorico Culture Quiz scores. Enhancement of the self-concept, positive observable behavior, and cognitive growth occurred in the treatment group at significant levels. (NQA)