This paper describes activities and evaluation of the KinderApache Song and Dance Project, piloted in a kindergarten class in Cedar Creek (Arizona) on the White Mountain Apache Reservation. Introducing Native-language song and dance in kindergarten could help foster a sense of community and cultural pride and greater awareness of traditional values, as well as serve as a handy language-learning device. A parent survey indicated strong community support for the project, and the songs and dances were chosen with careful preparation. Project evaluation was planned in terms of enthusiasm generated and skill mastery. The children were expected to coordinate three skills simultaneously: singing, dancing, and beating a rhythm. A videotape documented 3 hours of song and dance instruction and parts of a field trip in which a community elder introduced Apache words to teach about cultural practices and plants used in traditional healing. Parents and grandparents attended a final performance of the songs and dances and then took part in a focus group discussion. Positive outcomes included increases in student knowledge of and pride in their culture, the children beginning to sing the songs spontaneously, at least one child beginning to use Apache outside the classroom, and reinforcement of the school's image as a focal point of community. Problems included high turnover in school staff, school budget constraints, difficulty in finding a facilitator with pedagogical expertise, and religious controversy in the community (Christians' opposition to traditional dances). (SV)