A THREE-YEAR STUDY OF THE ORIENTATION OF INMIGRANT TRANSIENT CHILDREN WAS INITIATED IN SEPTEMBER, 1960. SECOND REPORT, 1961-62, SUPPLEMENTS THE FIRST YEAR'S REPORT AND INCLUDES OBSERVATIONS BY PERSONNEL. ELIGIBILITY FOR PLACEMENT AND TRANSFER PROCEDURES IN ORIENTATION CLASSES ARE DESCRIBED FOR ELEMENTARY, JUNIOR, AND SENIOR HIGH SCHOOL STUDENTS. STUDENTS ARE GENERALLY THOSE WITH CULTURALLY DIFFERENT BACKGROUNDS AND LANGUAGE BARRIERS, THOSE WHO HAVE COME FROM OUT-OF-STATE WITHOUT SCHOOL RECORDS, AND THOSE WHO HAVE MOVED FREQUENTLY WITHIN THE CITY AND SHOW ADJUSTMENT AND EDUCATIONAL DIFFICULTIES. PROGRAMING OF INSTRUCTION IS ACCORDING TO INDIVIDUAL NEEDS. WHEN A STUDENT IS PLACED IN A REGULAR CLASS, THERE IS PERIODIC FOLLOWUP. OBSERVATION OF CHILDREN ENROLLED IN THE ORIENTATION CLASSES SHOWS FAVORABLE RESULTS IN ADJUSTMENT, BEHAVIOR, ATTITUDE, AND ACHIEVEMENT. TEACHERS SHOW A BETTER UNDERSTANDING OF SPECIAL SERVICE PERSONNEL, SUCH AS THE SCHOOL SOCIAL WORKER AND PSYCHOLOGIST. THE SCHEDULE OF THE PRESCHOOL WORKSHOP AND INSERVICE EDUCATION PROGRAM IS GIVEN. MONTHLY MEETINGS OF PROJECT PERSONNEL FOCUS ON CASE STUDIES, CURRICULUM PLANNING, TEACHING TECHNIQUES, AND GROUP PLANNING ACTIVITIES. SCHOOL-COMMUNITY ORIENTATION IS CONTINUED, TO HELP PEOPLE IN THE COMMUNITY TO BE AWARE OF THE NEEDS OF THE CULTURALLY DIFFERENT. REPORTS OF WELFARE COUNSELING AND PSYCHOLOGICAL AND HEALTH SERVICES SHOW THAT GOOD WORKING RELATIONSHIPS AMONG ALL INDIVIDUALS INVOLVED PRODUCE ENCOURAGING RESULTS.