This project deals with characteristic functioning of lower class educationally disadvantaged preschool children, the impact of the preschool experience, and the personality of the child and his readiness to gain from the educational process. The disadvantaged preschool children functioned intellectually and verbally below their middle class peers and were 8 months behind them in language development. Longitudinal data indicate that children who have had preschool training scored higher on test batteries in the first grade, that their language development is superior, and that their academic achievement and attitudes toward learning are significantly higher. Early education intervention is valuable to the development of self-confidence and greater trust in their environment. These children scored higher on dependency on teachers, on aggression, and on achievement striving than did children without preschool training. A study of mother-child interaction will continue, and a study of gainers, nongainers, and losers is underway. Twenty-eight tables and a list of other articles by the author are given. (DO)