This study tested the Modern English Infant School Approach to teaching as a partial solution to the problem of properly educating the ghetto child. It was hoped that the approach could (1) improve achievement in reading and arithmetic, (2) improve ability in written composition, (3) improve students' attitudes toward self, the school, the teacher, and peers, and (4) increase students' ability to think creatively. To assess this approach, a comparison was made between three third grade classrooms (N=62) in which the English school approach was used and three other third grade classrooms (N=58) in which a traditional approach was used. At the end of the year, all the children took the Iowa Tests of Basic Skills, The Way I Feel About Myself, and the Pupil Attitude Toward School Inventory. Teachers' subjective evaluations were also collected. Students in the new approach group showed neither significantly greater achievement gains nor significant advantage over the control group in attitude toward self, school, teacher, or peers. Teachers' opinions pointed to improved cooperation, participation, and student-teacher relationship. Recommendations include securing teacher aides, parent participation, an on-going staff development program, and careful planning, monitoring, and evaluation of the project. (Author/MH)