Thirteen Negro mothers of preschool children who attended a day care program participated in a series o f six weekly meetings led by an educator and devoted to (1) discussion and demonstration o f ways the mothers could expand their children's learning skills and (2) discussion of aspects of the mother-child relationship. The reason for these group meetings, called the participant small group method, was to attempt to reduce the conflict between the home environment and school environment of disadvantaged children. This reduction in conflict was to be accomplished by improving the emotional relations of the family and the cognitive-intellectual functioning of the family. In general, all of the mothers seemed quite concerned about their competency as mothers; but because of the small extent of the program's impact, it seems unlikely that it was very effective in modifying the mothers' behavior. (WD)