THE ACTION STUDY WAS DESIGNED TO PROVIDE A RICHER BACKGROUND OF INTELLECTUALLY STIMULATING EXPERIENCES FOR THE CULTURALLY DEPRIVED CHILD THROUGH A BETTER USE OF COMMUNITY RESOURCES AND SCHOOL FACILITIES AND MATERIALS. THE SECOND FACET OF THE PROGRAM CONCERNED WORKING WITH PARENTS. CONSULTATION AND ENRICHMENT WERE GIVEN IN ART, MUSIC, READING, AND EMOTIONAL PROBLEMS. VARIOUS FIELD TRIPS WERE ORGANIZED WITH PRE- AND POST-RELEVANT EXPERIENCES. INSERVICE TRAINING WORKSHOPS DEALT WITH PROBLEMS OF THE CULTURALLY DEPRIVED. ADDITIONAL MATERIALS WERE USED. PARENTS WERE ENCOURAGED TO TAKE PART IN THE EDUCATION OF THEIR CHILDREN. A NEWSLETTER WAS PUBLISHED EACH MONTH INCLUDING IDEAS FOR HOMEWORK, PARENT NEWS, AND PARENTAL VIEWS ON HOME-SCHOOL PROBLEMS. THE RESPONSIBILITIES OF THE WORKERS DEALING WITH THE FAMILIES INCLUDED--CONDUCTING A FOLLOWUP INTERVIEW AFTER THE SCHOOL YEAR HAD BEGUN, ACTING AS A LIAISON BETWEEN THE TEACHER AND THE FAMILY, OBSERVING THE CLASSROOM AND HOME FOR SPECIAL NEEDS AND PROBLEMS, AND ORGANIZING PARENT GROUPS FOR DISCUSSION OF PROBLEMS. COLLEGE STUDENTS AIDED AS TEACHER-HELPERS. VARIOUS COMMUNITY GROUPS MADE SPECIAL CONTRIBUTIONS TO THE PROGRAM. THE FINE ARTS SOCIETY, THE PUBLIC LIBRARY, THE LOCAL HEALTH DEPARTMENT, CHURCH GROUPS, AND WELFARE AGENCIES WERE AMONG THOSE WHO AIDED IN THE PROGRAM.