A PROJECT TO DETERMINE THE EFFECTIVENESS OF NATIONAL TEACHER CORPS (NTC) INTERNS IN THE ATLANTA, GEORGIA SCHOOL SYSTEM WAS DESIGNED TO FIND OUT IF THE INTERNS HAD HELPED THE DISADVANTAGED PUPILS IN THEIR CLASSES TO RAISE ACHIEVEMENT LEVELS AND IMPROVE SELF-CONCEPTS. SPECIFIC RESEARCH OBJECTIVES WERE (1) TO ASSESS THE PROGRESS IN VERBAL MENTAL AGE ATTAINED BY NTC PUPILS AS MEASURED BY A PRE- AND POSTTEST ON THE PEABODY PICTURE VOCABULARY TEST AND THE GOODENOUGH DRAW-A-MAN TEST, (2) TO COMPARE THE SELF-CONCEPTS OF THE NTC PUPILS WITH THOSE OF A SIMILAR GROUP OF PUPILS BY USING A TEACHER CHECK LIST DEVELOPED BY THE EVALUATION COMMITTEE, (3) TO COMPARE PUPIL READINESS FOR FIRST GRADE WITH THAT OF KINDERGARTEN PUPILS A YEAR EARLIER (WHO HAD NOT HAD INTERNS) BY USING THE METROPOLITAN READING READINESS TEST, FORM A, AND (4) TO COMPARE TEACHER ATTITUDES OF NTC INTERNS WITH THOSE OF OTHER BEGINNING TEACHERS OF TITLE I AND NON-TITLE I SCHOOLS BY MEANS OF THE MINNESOTA ATTITUDE INVENTORY. STATISTICAL TREATMENT OF THE DATA COLLECTED ON A VARIETY OF MEASURES SHOWED THAT THE NTC INTERNS POSITIVELY AFFECTED THE CHILDREN'S LANGUAGE AND SELF-CONCEPT DEVELOPMENT AND IMPROVED THEIR READINESS FOR FIRST GRADE. THE NTC INTERNS EXHIBITED ATTITUDES ASSOCIATED WITH EFFECTIVE TEACHING MORE OFTEN AND TO A GREATER EXTENT THAN DID REGULAR TEACHERS. (MS)