This report summarizes a pilot project that used home cultural resources and activities in promoting learning and enhancing educational delivery to at-risk U.S. Mexican and Native American elementary school children in grades three through six. Hollinger, C.E. Rose, and Lawrence Elementary schools (Arizona) were the at-risk sites chosen for the study. Eleven teachers from the three schools participated in weekly training sessions in basic ethnographic and anthropological methodology at the University of Arizona. Field work experience involved the selection of 3 target households by each teacher for a total of 97 household observations. Field notes followed a prepared questionnaire that emphasized the household's labor history and "funds of knowledge". "Funds of knowledge" are the array of skills, survival strategies, and home practices that may be utilized by the classroom teacher to appropriately contextualize mathematics, comprehension, and composition lessons. From this information learning modules were constructed and successfully taught to the students. Teachers attributed their successful participation within the households as a result of their anthropological training. Complete descriptions of project implementation and the approach used in accessing the Yaqui Community are included. Attachments include the project proposal and the project evaluation questionnaire. (LP)