This report summarizes field work on Andra Island, Papua New Guinea, one of five community schools participating in the ongoing research and development efforts of the Indigenous Mathematics Project (IMP). It opens with an introduction to the site, the school setting, and the community setting. Background on the IMP teacher and the size of classes which participated in the study (grades 4 and 6) are noted; there is no separate grade 2 class as in other IMP sites. Curriculum implementation is then discussed in detail, including such difficulties as the speed with which notes could be made during class observations, the lack of some materials, the need to pursuade the IMP teacher to modify activities as necessary, the length of lessons, and the careful but limited use of IMP workbooks. Lessons and materials which were particularly effective or not so effective are described, with suggestions for improvement of IMP materials. Language use is then described, with the difficulties of documenting in three languages noted. Finally, there are sections on classroom interaction and on student interviews. The conclusion notes that both teacher and students found the IMP curriculum materials to be attractive and exciting, and the lack of a teacher's guide for the grade 6 program was most distressing for the teacher. (MNS)