The primary purpose of a Sacramento, California, summer school project for 200 migrant children (K-8) was to determine whether significant change in teacher and student behaviors would result from combining right brain and left brain learning activities for 34 school days. Objectives were to increase affective and social skills and academic growth in cognitive areas, utilize integrated teaching processes to enhance elementary/secondary academic and social skills goals, and encourage parent participation. Materials included a project manual, tests of left and right hemisphere ability, and four sets of lessons and materials (reading, math, brain hemisphere activities, social studies/science) used by eight teachers. Before summer school, teachers participated in inservice activities on matching teaching to learning styles, planning learning activities to involve a high degree of brain hemisphere integration, and coordinating natural language acquisition principles with integrated lesson plans. Weekly staff meetings encouraged sharing of teacher experiences; informal classroom observations collected assessment data. All K-8 students were pre/post tested with the Test of Right Hemisphere Ability; of 63 randomly-selected students followed throughout the program, 44 showed improved scores on the posttest. Student attitude improvement and affective development were also achieved. Teachers experienced growth as measured by self-evaluations and classroom observations. Student and staff anecdotal remarks are included. (MH)