Field testing of the American Indian Archaeology Project, designed for grades 5 through 8, revealed weaknesses in the quality with which the modules were implemented. The project offers supplementary materials, a resource guide, and teacher workshops for social studies or humanities teachers. Two aspects of the materials, feasibility and effectiveness, were evaluated in three schools with diverse populations. Methods included direct observation, open-ended interviews with teachers, and student questionnaires. Specific incidents (rather than a synthesis of findings) reveal that although the modules provided adequate information to teachers, they were not used as expected. Classroom questioning techniques were rote and uninspired. Also, the modules did not match the full range of student ability and interest in the field test classrooms, with higher grades reporting that the work was too easy. In every case teachers failed to provide a rationale for the study of modules and did not attempt to integrate content elements in a coherent pattern. The most positive aspect was that students did learn new concepts and vocabulary. The project emphasis on content rather than methods underestimated the dependence of teachers on textbooks, dittos, and prepared lesson plans. Finally, teachers did not sense any urgency to teach about Native Americans. (KC)