The Florida Follow Through Model is one of several federally-funded experimental programs that attempts to modify the type of educational experience that children from low-income backgrounds receive during their first four years (K-3) of schooling. In the case of the Florida model, the emphasis is on home as well as school intervention. Two mothers from low-income backgrounds are trained and placed in the classroom to work as a team with the teacher. Called parent educators, the mothers visit the homes of the children in the classroom weekly and assist the teacher with classroom instruction. The classroom teacher is a key person in the Florida model. She coordinates both the instructional and home visit activities of the parent educators. Her morale is therefore important to the success of the program. It is the purpose of this article to: (1) briefly examine the nature of teacher morale, (2) look at the ways in which the Florida model affects teacher morale and, therefore, the child through the delicate set of home-school interactions called for by the model, and (3) report empirical data concerning the effect of the model on teacher morale during its first two years of operation. During the first two years of operation, teacher morale was assessed by a means of the "Purdue Teacher Opinionnaire" which is probably the best known and most widely used of all self-report teacher morale instruments. (Author/JM)