THE FINDINGS OF RECENT RESEARCH STUDIES AND CURRENT SCHOOL PRACTICES WERE FORMULATED IN TERMS OF GUIDELINES WHICH SCHOOLS COULD USE AS CRITERIA IN STRENGTHENING THEIR PROVISIONS FOR HELPING STUDENTS MAKE THE MOST OF THEIR LEARNING POTENTIAL. UNDERACHIEVEMENT IS AN INCREASINGLY SERIOUS EDUCATIONAL PROBLEM. IT RESULTS IN FAILURE TO COMPLETE HIGH SCHOOL, TO QUALIFY FOR OR TO FIND EMPLOYMENT. THE SCHOOL COULD PLAY A KEY ROLE IN HELPING STUDENTS TO ATTAIN THEIR FULL ACHIEVEMENT POTENTIAL. UNDERACHIEVERS COULD BE IDENTIFIED IN THE EARLY GRADES. A PROGRAM OF STANDARDIZED TESTING AND A SYSTEM OF RECORDS SHOULD BE MAINTAINED. SYMPTOMS OF EMOTIONAL PROBLEMS AND INFORMATION ON THE PUPILS' CULTURAL BACKGROUND COULD ALSO SERVE AS CLUES TO UNDERSTANDING UNDERACHIEVERS. MANY PRACTICES WERE SUGGESTED FOR THE PREVENTION AND CORRECTION OF UNDERACHIEVEMENT. PROGRAM EXTENSIONS DURING SUMMER MONTHS OR AFTER SCHOOL WOULD BE USEFUL. SPECIAL HELP SHOULD BE GIVEN FOR CULTURALLY HANDICAPPED CHILDREN AND CORRECTIVE INSTRUCTION PROVIDED FOR OTHER SPECIALIZED PROBLEMS. COUNSELING AND GUIDANCE SERVICES WOULD BE VERY USEFUL IN IDENTIFICATION AND CORRECTION OF UNDERACHIEVEMENT BEGINNING IN THE EARLY GRADES. COOPERATION WITH ALL COMMUNITY ORGANIZATIONS CONCERNED WITH THE EDUCATION OF ADJUSTMENT OF YOUTH WOULD BE VALUABLE. THE HELP OF PARENTS SHOULD ALSO BE SOUGHT. ADMINISTRATIVE LEADERSHIP INCLUDING RELATED INSERVICE EDUCATION TO DEVELOP AN ALL-SCHOOL CONCERN AND UNDERSTANDING OF THE PROBLEM OF UNDERACHIEVEMENT WOULD BE ESSENTIAL TO THE SUCCESS OF A PREVENTATIVE AND CORRECTIVE PROGRAM.