In the Spring of 1967, two groups of about twenty 4-year-olds from varying socioeconomic backgrounds of a small Midwestern community were subjects in a study to design a preschool curriculum. After an IQ test, individual identification tests (word, letter, and numeral) were administered to determine the children's knowledge. Home interviews and classroom visitations by parents were conducted. The program had a language arts focus rather than a reading focus, used all phases of language arts appealing to children's interests, and developed reading vocabularies through the whole word approach. Letter, word, and numeral identification was stressed. Reading and conversation periods were held at least once a day. After 8 months, tests were readministered. While achievement in some goals was not assessed quantitatively, it was assumed that such achievement would have a positive effect on later school performance. Because this study concerns only the first of a two year project, overall results will be reported later. (DO)