The evaluation of the Conceptual Skills Program, a curriculum program for the kindergarten, and teacher implementation of the program are reported. The evaluation was comprised of three components. The first, an estimate of student achievement, relied mostly on the comparison of the performance of program objectives of kindergarten classes in 12 schools in which the program was initiated in the fall of 1971 with the performance of program objectives of the children who had immediately preceded them in the same schools and who had not received the program. Additional data were collected from the classes of teachers in the area who were teaching the program for the second or third year. Results indicated significantly greater conceptual skills achievement by students exposed to the program. The second component, a student attitude measure, estimated the relative performance of children for Conceptual Skills and seven other in-and-out-of-school activities. Data were collected from all children receiving the program, which necessitated devising a group-administered attitude test for children unable to read or write. Students ranked the Conceptual Skills Program lowest. Opinion data from parents, the third component, were also collected, using an interview-questionnaire technique for a random sample of parents. Generally, parents were well informed about the program and approved of it. Ten teachers were observed and evaluated in their use of the program. (Author/KM)