Twenty children (ages 5 and 6) from each of seven cultural groups (Caucasian, Black, Jewish, Puerto Rican, Chinese, Korean-American and native Korean) were given a copying task of 21 geometric shapes to test the cultural invariancy of Piaget's topological-projective-Euclidean concept acquisition sequence. All subjects were either middle or lower socioeconomic status. Results indicated that the cultural groups did not differ significantly from one another in frequency of topological, projective and Euclidean responses. Subjects attained topological and projective competency to approximately the same degree, but Euclidean competency was still being learned. These findings lend strong support to Piaget's premise concerning the developmental sequence of spatial relations in young children. Neither cultural nor ethnic influences seem to affect the orderly development of definite characteristics and stages in this area of children's cognitive knowledge. (Author/SS)