MEANS OF EDUCATING CULTURALLY DISADVANTAGED CHILDREN WERE EXAMINED. THE RESEARCH, EXPERIMENTATION, AND ADAPTATION WERE GUIDED BY SIX BASIC PROPOSITIONS. THEY WERE--THAT ABILITIES AND SKILLS WERE SOCIALLY DETERMINED, THAT THERE WAS A WIDE AND DEEP SOCIOECONOMIC AND CULTURAL GAP BETWEEN THE "ADVANTAGED" AND THE "DISADVANTAGED" CHILD, THAT IT WAS POSSIBLE TO USE STRATEGIC APPROACHES IN THE ABSENCE OF AN INCLUSIVE THEORY, THAT PRESCHOOL YEARS WERE THE MOST IMPORTANT FOR NOURISHING INTELLECTUAL ABILITY AND ASSURING SCHOLASTIC SUCCESS, THAT ABILITY ARRESTED OR IMPOVERISHED AT AN EARLY STAGE OF DEVELOPMENT CAN MAKE LATER GAINS, AND THAT IN A CHANGING AND HETEROGENEOUS SOCIETY EDUCATIONAL PROGRAMS SHOULD BE DETERMINED BY THE RESULTS OF RESEARCH AND EXPERIMENTATION. THE APPROACHES CONSISTED OF FIVE STEPS. THE FIRST STEP WAS DIAGNOSIS AND EVALUATION. THE SECOND STEP WAS THE DEVELOPMENT AND IMPLEMENTATION OF NEW POLICIES. THE THIRD STEP WAS TO VISIT THE HOMES OF THE SELECTED CHILDREN IN ORDER TO INTERVIEW, TO OBSERVE, AND TO FIND CLUES IN FAMILY-BACKGROUND VARIABLES AND CHILD-REARING PRACTICES WHICH MIGHT EXPLAIN THE DIFFERENCES OF PERFORMANCE AMONG THE CHILDREN. THE FOURTH STEP WAS TO DESIGN AN EXPERIMENTAL TEACHING PROGRAM TO BE CARRIED OUT IN KINDERGARTEN. THE FIFTH STEP WAS A RETURN TO THE REPERTOIRE OF THE FIRST. RESUTLS SHOWED THAT THE IQ OF CULTURALLY DISADVANTAGED CHILDREN CAN BE RAISED AND MAINTAINED AT THAT LEVEL. PRESCHOOL PROGRAMS ASSURE MORE CHANGE THAN LATER ENDEAVORS.