A study was conducted to determine the effectiveness of a curriculum for increasing the cultural knowledge and self-esteem of minority group Filipino elementary school students residing on the island of Guam. The sample consisted of four fourth, fifth, and sixth grade classes attending four Catholic schools. The total number of students in each classroom ranged from 19 to 34, of which 14.6 percent were Filipino. Two classes at each grade level were assigned to experimental and control conditions. Over a period of 10 weeks, classes in the experimental condition received two units of instruction drawn from The Philippine Ethnic Heritage Curriculum, an experimental curriculum program. The content of the units focused on Filipino myths, legends, and stories, and the emigration, immigration, and assimilation of Filipinos to other societies and cultures. Classes assigned to the control condition studied a traditional social studies and language arts curriculum. Groups were assessed using the Coopersmith Self-Esteem Inventory and the Test of Cultural Knowledge, a measure developed for the experimental program. Students' performance on the two measures was compared in terms of treatment condition, sex, grade level, and ethnic background. Results indicate that, in general, experimental group members scored significantly higher on both instruments than did control group members. (The Test of Cultural Knowledge is appended.) (RH)