This report summarizes field work in Ororo Community School located in Tokorara, a suburb of Port Moresby, the capital of Papua New Guinea. It is one of five community schools participating in the ongoing research and development efforts of the Indigenous Mathematics Project (IMP). The study opens with an introduction to the site, the school setting, and the community setting. Since Ororo is the largest city in Papua New Guinea, more resources were available than at other sites. One grade 2, two grade 4, and one grade 6 classes were involved in the study, with a teacher who taught mainly in a "fill-in-the blank" manner. He had few problems implementing the IMP materials, although he did have some management and organizational difficulties which resulted in pacing problems. Suggestions are made for improving both the teacher's notes and the learning aids. Observation of classroom interaction revealed that English was the predominant language, although both Pidgin and vernacular were used at times. Many lessons were "dictated" to the class with little interaction. Finally, brief comments on student interviews are reported. In the summary, the need for differentiated instruction is noted and suggestions for distance teaching using radio broadcasts are included. (MNS)