Sixteen Caucasian, fourth-grade, low ability math students participated in an experimental classroom intervention designed to improve their self-concepts. After pretesting with the How I See Myself Scale (HISMS), students each day for 8 weeks began class with a self-enhancing activity. Specific classroom exericses aimed at increasing children's self-esteem were integrated during math class. While the students were working on a lesson, the teacher circulated through the classroom giving praise and recognition. Other strategies employed to raise student self-esteem included student tutoring, giving special privileges to a chosen "Student of the Week," distributing special seals and stickers, reading statements placed in a "Complaint Box," and the construction of a "Happiness Book" with each child's name in it. In addition, the Developing Understanding of Self and Others (DUSO) D-2 Kit was used for building better self-concepts. Comparison of student's pre- and posttest responses on the HISMS indicated that, when a mean response level of 50 per cent was taken as neutral, on 14 items fourth graders demonstrated a lower self-concept; on one item they remained the same; and on 25 items they demonstrated a higher self-concept. As a result of the classroom intervention, the attitude of the students seemed to improve in the areas of teacher-student relationships and academic ability. (Author/RH)