THE EARLY TRAINING PROJECT ATTEMPTED TO IMPROVE THE INTELLECTUAL FUNCTIONING AND PERSONAL ADJUSTMENT OF CULTURALLY DISADVANTAGED CHILDREN THROUGH SPECIAL EXPERIENCES IN THE 15- OR 24-MONTHS PRECEDING FIRST GRADE AND IN THE FIRST YEAR OF SCHOOL. THE PROCEDURES OF THE PROJECT CONSISTED OF TWO TRAINING SEQUENCES. THE FIRST SEQUENCE INVOLVED TWO SPECIAL SUMMER SCHOOL EXPERIENCES OF 10 WEEKS EACH, INCLUDING CONTACTS THROUGH THE WINTER WITH A SPECIALLY TRAINED HOME VISITOR. SIMILARLY THE SECOND SEQUENCE BEGAN A YEAR EARLIER AND INVOLVED THREE SUMMER SCHOOL EXPERIENCES, IT ALSO PROVIDED AN ADDITIONAL YEAR OF HOME VISITOR CONTACTS. THE TWO TRAINING PATTERNS WERE USED IN AN ATTEMPT TO COMPARE THE SHORTEST EXPERIENCE THAT THE INVESTIGATORS FELT WOULD HAVE A LASTING EFFECT WITH A LONGER PERIOD WHICH HAD MORE PROBABILITY OF SUCCESS AND WAS MORE EXPENSIVE TO OPERATE. TWO CONTROL GROUPS WERE INVOLVED EACH IN A COMMUNITY WHERE SCHOOL AND OTHER INFLUENCES WOULD TEND TO BE THE SAME. THE SECOND CONTROL GROUP WAS USED TO EXAMINE THE DIFFUSION EFFECTS OF CONTACT WITH THE EXPERIMENTAL SUBJECTS. RESULTS PROVED THAT THE TWO EXPERIMENTAL GROUPS SHOWED SUPERIORITY TO THE CONTROL GROUP ON THE STANFORD BINET INTELLIGENCE TEST AND THE PEABODY PICTURE VOCABULARY TEST. THE GROUP INVOLVED IN THE SHORTER PERIOD OF TRAINING WAS THE BETTER OF THE TWO EXPERIMENTAL GROUPS.