A curriculum pilot project was initiated for purposes of helping the Acoma and Laguna Pueblo Tribes (2 of 19 Pueblo Tribes located in New Mexico) to improve the education of their children. A majority of these students were bilingual and the overall educational program did not seem to meet their particular learning needs, resulting in poor academic achievement, standardized test scores far below grade level, high absenteeism, increasing drop-out rates, and curriculum programs that are insensitive to the needs of the bilingual/bicultural student. After a thorough investigation, it was ascertained that these students were experiencing greatest difficulty in mathematics, reading, and social studies and that the curricula used for these subject areas were not culturally relevant. In an effort to measure whether cultural relevance would improve learning, a comparison was made of "intact" classroom situations employing a conventional curriculum and those employing the culturally relevant pilot curriculum. The experimental groups employed culturally relevant materials and strategies designed to enhance learning for fifth grade students in mathematics and reading, seventh grade students in mathematics, and ninth grade students in social studies. Findings suggested that teacher training was an important variable contributing to the achievement of these American Indian students. Pre- and post-testing indicated that in almost every case where the materials were used correctly and the teacher had received training, the pilot curriculum produced significant improvements. (EB)