The purpose of the study was to evaluate the usefulness of teacher rating and observational techniques in the evaluation of a preschool program for emotionally disturbed children. Eleven children (nine boys and two girls) participated in the project occurring within the preschool program during one academic year. Teacher ratings were felt to reveal that children enrolled in the program improved in overall functioning during the course of the year. Both teacher ratings and observational techniques were judged to reflect marked gains in social development of the children, and were generally felt to be useful tools for evaluation of such a program. (Author/CD)