This collection of research reports explores teaching cognitive skills to at-risk students. Focus includes the following: (1) broad issues guiding the research; (2) historical perspective; (3) student characteristics; (4) student needs; (5) research on teaching thinking and problem solving; (6) teacher training; and (7) instructional and curricular policy and practice. Chapters are the following: (1) "Focus on the At-Risk Learner: An Introduction" (B. Z. Presseisen); (2) "Teaching Thinking and At-Risk Students: Defining a Population" (B. Z. Presseisen); (3) "Thinking Success for All Students: Understanding the Issues" (B. Z. Presseisen); (4) "Learning and Assisted Performance" (R. P. Duran); (5) "Toward Redefining Models of Curriculum and Instruction for Students At Risk" (B. F. Jones); (6) "Intellectual Assessment of At-Risk Students: Classification vs. Instructional Goals" (T. E. Sewell); (7) "Teaching Thinking to At-Risk Students: Generalizations and Speculation" (D. U. Levine); and (8) "Strategies To Help Teachers Empower At-Risk Students" (J.A. Mirman, R.J. Swartz, and J. Barell). Each chapter includes a brief abstract, a short list of discussion questions, and a list of references. (FMW)