Examples of innovative programs for the disadvantaged and minority groups include a demonstration program in guidance and counseling and one in cultural arts. These programs are elements in a three-year demonstration program sponsored by Project Upper Cumberland. A cultural art evaluation and a guidance school program evaluation are presented. Results of the guidance program were favorable as indicated by: (1) improved behavior of students; (2) greater capacity for creative thinking up to grades seven and eight, and (3) positive attitudes toward self, school, and community. The objectives of the cultural arts program were: (1) to provide a model program of instruction in music, art, and drama, and (2) to provide children and adults with opportunities for creative expression. Results show a positive attitude toward the program by pupils, parents, and educators. However, actual changes in attitude while positive did not differ significantly from the attitudes of subjects in the control school. Both the guidance and cultural arts program appear to strengthen a school to a great degree. Hopefully, together they will provide a means for helping the underdeveloped pupil to overcome his cultural, social, and educational deficiencies. The research reported herein was funded under Title III of the Elementary and Secondary Education Act. (KJ)