This report summarizes field work at Kero School in Papua New Guinea, one of five community schools participating in the ongoing research and development efforts of the Indigenous Mathematics Project (IMP). The introductory material describes the site, the school setting, and the community setting. Background on the IMP teacher and the size of classes in grades 2, 4, and 6 are noted. The teacher's lack of organizational and planning skills is reported. In the evaluation of instructional materials, teacher's notes, and learning aids, several suggestions for improvement were noted, especially the need for more details in the teacher's notes. It was observed that while the upper two grades used English readily, the teacher often switched to Imbonggu or Pidgin to help pupils in grade 2. Brief comments are given on classroom interaction and the results of student interviews. The combination of dedicated teacher and supportive community were viewed as components of successful schooling at this site. (MNS)