This study examines the possible psychological effects of the Third Culture Curriculum at Emerson School (Riverside, California). Instruments presumed to measure "anxiety,""perception of others' attitude toward self,""self-attitude,""adjustment," and "racial attitudes" for this longitudinal study were used in obtaining scores from the same children in the first and third grades. A random sample of children from the Riverside School Study controlled for grade, sex, and ethnicity was used as a comparison to a randomly selected Emerson group. This was done to provide a base from which to view the Third Culture Curriculum effects at Emerson. Such a sampling procedure inherently carries with it the likelihood of confounding effects. Thus, any difference between Emerson and Riverside School Study pupils on the measures of interest may be due to the Third Culture Curriculum, other factors associated with school and home, or to an interaction of these factors. It is known, for instance, that Emerson School differs from the Riverside School Study sample in their teachers, their administration, their class structures, their rankings as to the socioeconomic status of their clientele, their proportions of student body racial representation, their geographical locations, and possibly other pertinent characteristics. Thus, any conclusions drawn as to the effect of the Third Culture Curriculum are tentative and need substantiation in further studies in other settings. (Author/JW)