A summer school project which was designed to reorient the teachers and the curriculum to more successfully provide for individual needs was described. This project was based on the philosophy that since the migrant child's social and language patterns are different from those of the mainstream of America and since these differences were common for 85 percent of the population of the Somerton school, the school and not the child should be changed. Teachers attended graduate courses and taught in the summer program where the pupil-teacher ratio was small. The unit approach was used because it correlated language and reading programs with the content areas. Flexible grouping on the basis of reading levels and/or interests was used, and the language-experience approach was introduced to beginning readers. Training in diagnostic skills was provided the teachers; a number of tests were used. Also, an English as a Second Language program (ESL) was incorporated at all levels--kindergarten through grade 8, and special programs in home economics, shop, physical education, art, and music were also provided. (CM)