A curriculum hierarchy evaluation (CHE) model was developed by combining a transfer paradigm with an aptitude-treatment-task interaction (ATTI) paradigm. Positive transfer was predicted between sequentially arranged tasks, and a programed or nonprogramed treatment was predicted to interact with aptitude and with tasks. Eighteen four and five year-old urban disadvantaged boys and girls from a Head Start class in Honolulu, randomly assigned to one of three groups, were administered multiple discrimination and concept tasks under sequences which would reveal predicted transfer and interaction effects. The CHE model successfully identified transfer on the curriculum hierarchy from the multiple discrimination to the concept task, and appeared to serve as an empirical check upon a task analysis of the concept task. A programed sequence was superior to a non-programed sequence irrespective of aptitude or task. The most severe restriction of the model is that it is limited in application to only two tasks in a linear hierarchy. It is suggested that the model be extended to include different tasks and aptitudes. (Author/LR)