The New Nursery School (NNS) program was set up to help 3- and 4-year-old, Spanish-surnamed, environmentally deprived children. The objectives set were (1) to improve self-image, (2) to increase perceptual acuity, (3) to improve language ability, and (4) to improve problem-solving and concept-formation skills. The school is organized as an autotelic responsive environment which the children attend for 3 hours a day. The program has been operating for 3 years, with the number of children participating each year being 30, 30, and 50. Evaluations have been based on pretests and posttests of NNS children, on comparisons with middle class children who also use the school, and on comparison in kindergarten and first grade with children from similar backgrounds. Tests have been selected or developed to measure program effects. Due to the small sample sizes, the results are quite tentative. But the following conclusions are supported for graduates of the program: (1) the school seems to improve their self-image and (2) their language and perceptual development is ahead of what would be expected had they not had the program. One negative datum is that first grade teachers do not see any difference between NNS and other deprived children which suggest that the program effects may wash out by the middle of the first grade. (DR)