The Heman Street Preschool was organized to serve two main purposes: (1) T o provide a group of three- and four-year olds with a preschool experience which would increase their chances for later success in school; and (2) To train future teachers and teaching aides to work effectively in a preschool program. The program focused on four groups: the children, graduate students, prospective teaching aides, and parents of the children. Participants included the Preschool Director and Coordinator, nine graduate students, 24 aides, and 75 children. One graduate student and two teaching aides were assigned to teach each class for a period of three months. Curriculum goals were general language development, development of certain cognitive skills and school-readiness behaviors. Basic elements included in the daily program were Structures Language Program, Story Read or Told by Teacher, Teacher-Led Talk Sessions, Manipulative Cognitive Materials, Free Play, and Paints, Clay and Other Expressive Materials. Program evaluation revealed that students and aides improved their teaching and evaluative capabilities and that children improved in their ability to perform school tasks, in their language competency, and in their ability to draw. It is concluded that the Heman Street Preschool has demonstrated on e way a University and a school district can cooperate to produce a program beneficial to the children of the district, the students at the University, and members of the community served by the school . It is also concluded that a structured approach is more valuable than an unstructured one. (CK)