This report summarizes field work in Divanap, Papua New Guinea, one of five community schools participating in the ongoing research and development efforts of the Indigenous Mathematics Project (IMP). The site is described, with detailed comments on the school and the community. Background on the teacher is provided. Sizes of the two grade 2, one grade 4, and one grade 6 classes participating in the study are given. Curriculum implementation is then discussed, with note of such problems as the teacher's frequent inability to understand the teacher's notes, and learning aids are given. Classroom interaction is described, noting that instruction was usually in English; and that classes were teacher-directed, with little group work. Two interviews with students are briefly noted. The study concludes that, in general, the IMP materials were not uniformly successful at this site. Among the suggestions offered is that, for an isolated site such as Divanap, IMP should include suggestions of activities for which application of new mathematical skills is encouraged. (MNS)