A 3-YEAR STUDY OF THE ORIENTATION OF IMMIGRANT TRANSIENT CHILDREN WAS INITIATED IN SEPTEMBER, 1960. PART ONE GIVES AN OVERVIEW OF THE PROJECT FOR THE SCHOOL YEAR 1961-61. IT REVIEWS THE ORGANIZATION OF THE ORIENTATION CLASSES, THE INSERVICE PROGRAM, COMMUNITY ORIENTATION, AND REPORTS OF SPECIAL SERVICES GIVEN TO THE PROJECT CLASSES. PART TWO CONTAINS EXAMPLES OF CURRICULUM UNITS THAT PROVED SUCCESSFUL IN ORIENTING THE INMIGRANT TRANSIENT CHILDREN TO THE SCHOOL AND THE COMMUNITY. INCLUDED FOR EACH UNIT ARE LISTS OF BOOKS, FILMS, AND INSTRUCTIONAL MATERIALS WHICH WERE FOUND HELPFUL. THE CURRICULUM IS DETERMINED BY THE ACADEMIC, SOCIAL, AND EMOTIONAL NEEDS OF THE CHILDREN ENROLLED. THE MOST COMMON ACADEMIC NEED IS THE ABILITY TO READ AND WRITE AT A LEVEL COMMENSURATE WITH PUPIL AGE AND INTEREST. SMALL GROUP OR INDIVIDUAL INSTRUCTION IS MOST EFFECTIVE. THE UNIT APPROACH IN SOCIAL STUDIES, HEALTH, AND SCIENCE PROVIDES GROUP EXPERIENCE. FIELD TRIPS INTO THE COMMUNITY PROVIDE BASES FOR UNIT STUDY AND AND CAN BECOME THE CORE FOR THE CURRICULUM THROUGH WHICH BASIC SKILLS, UNDERSTANDINGS, AND ATTITUDES CAN BE TAUGHT. SOCIAL BEHAVIOR UNITS DEVELOP IMPORTANT EVERYDAY LIVING COURTESIES INVOLVED IN EATING BREAKFAST, ATTENDING A BIRTHDAY PARTY, OR GIVING A TEA PARTY FOR PARENTS. DETAILED HANDLING OF SUCH UNITS IS GIVEN AND THE SCHEDULES POINT OUT OPPORTUNITIES FOR INTEGRATION OF THE SEVERAL CONTENT AREAS. SECTIONS ARE DEVOTED TO DEVELOPMENT OF CLASSROOM CLIMATE AND METHODS BY WHICH A TEACHER PLANS THE SCHOOL DAY. BOTH ARE IMPORTANT PHASES OF THE EDUCATIONAL PROGRAM FOR ORIENTATION CLASSES.