This paper presents an evaluation of a 3-year Title III project carried out in the Vigo County School Cooperation, Terre Haute, Indiana. The project involved the evaluation of three differing instructional methodologies utilized in three elementary schools which also differed in the socioeconomic background of the students. The Dixie Bee school, which was located in a predominantly upper middle class area, utilized traditional cognitively oriented methods throughout the course of the project. No changes were instituted. The Rio Grande school was described as a middle class school. This was a 3-year-old school which was designed and staffed to implement many open classroom techniques. No specific changes were implemented in this school. The West Vigo school was located in a predominantly lower middle to lower socioeconomic class area. A variety of new techniques, many of which were behavior modification techniques, were utilized to develop both cognitive and affective skills. A variety of formal and informal evaluation techniques were used before, during and after the 3-year period. Although a multitude of results are presented, interpretation is difficult. The results do suggest, however, that students in the West Vigo target school did show significant increases in some aspects of achievement, and students with initial social-affective problems did tend to show significant improvement. (BD)