This study evaluates the effects of a family development project implemented in Uyanwatta, a poor rural village in Kandy district, Sri Lanka, on the academic achievement of at-risk elementary school students. Specifically, the study examined the level of mother's involvement in enriching the family environment and its impact on children's academic achievement. Lack of motivation, lack of family support for formal learning, poor economic conditions, and household chores were identified as major parent-related factors that hinder children's performance at school. In addition, research suggests that positive parenting is associated with relatively high levels of children's social and academic competence. Participants in the study included 25 uneducated, unemployed mothers in low-income families, whose children were in the fourth grade. Based on family demographic profiles, more than 90 percent of the families in the village were living in poverty and the children were considered educationally at risk. Mothers participated in learning and discussion groups concerning five domains of family environment: family income, health and nutrition, learning facilitation, family interaction, and mother-child interaction. A measure of childrens' mathematics and language achievement levels was administered prior to and following the 12-week intervention program. The program also involved home observations and interviews to evaluate the level of mothers' involvement in the program. Data indicate a significant gain in children's language and mathematics skills. In addition, observations and interviews revealed that mothers were positively involved in enriching the five domains of family environment, particularly family income and health and nutrition. Contains 56 references and data tables. (LP)