The study was based on a year's work with Crow Indian children, grades 1-4, at Pryor, Montana. Five tests were given and evaluated: the Stanford-Binet Intelligence Scale, the Metropolitan Achievement Tests, the Gesell Developmental Examination, the Lowenfeld Mosaic, and 3 selected tasks from Piaget. The 21 pupils used for this study were broken down into the following grades: 1st--3 boys; 2nd--6 girls, 2 boys; 3rd--6 girls, 2 boys; and 4th--2 girls. On the Stanford-Binet Intelligence Scale, the children did well with number concepts, copying, similarities and differences, rhymes, and memory of design. The 3 first graders received scores of "B" on the Readiness Test given in May. For grades 2, 3, and 4, arithmetic and spelling had the highest scores. The lowest scores were in Word Discrimination, Problem Solving and Concepts, and Reading. The scores on the Gesell Developmental Examination were up to 3 years behind chronological age. It was noted that the children enjoyed the Lowenfeld Mosaic. On the Piaget tasks, most of the children understood counting and had no trouble with it. It was also noted that the scores rose during the year, but not very much. This was a broad pilot study, providing a description more than dealing with definite conclusions. (FF)