Focusing on issues involved in improving the education of low-income children, this paper identifies two categories of questions: (1) programmatic questions, which concern what and how to teach; and (2) procedural questions, which concern how best to insure implementation of instructional approaches. The discussion also provides a summary of what Project Follow Through has revealed about instructional models and sponsorship, and proposes a multiple-evaluation design for a second generation of Follow Through studies. It is suggested that, while Follow Through investigators have intended that programmatic questions be resolved through a variety of instructional models, considerable controversy has arisen concerning the degree to which answers have been provided about teaching young disadvantaged children. It is also asserted that procedural questions have related to the processes of implementing instructional systems under sponsorship. Throughout, the discussion assumes that interest in studying the usefulness of instructional models and sponsorship as educational improvement strategies still exists. To evaluate such strategies, it is proposed that research compare the effects of Follow Through sponsorship against the effects of dissemination of knowledge only on change in instruction and on the specific impact of various instructional models. (RH)