This study, designed to assess the effects of social class integration, tested the following hypothesis: Preschool age black children from middle class socioeconomic (SES) backgrounds will not be adversely affected by attending a daily program with a smaller group of black peers from lower SES backgrounds. A pre- and posttest battery administered to all the subjects included the Standford-Binet Intelligence Test, the Illinois Test of Psycholinguistic Abilities (ITPA), the Caldwell Preschool Inventory, and the Brown IDS Self-Concept Referents Test. The subjects were black children, 46- to 57-months old at the beginning of the study, divided into three classroom groups: an experimental group of 10 middle class and five lower class children, a middle class control group (N=15), and a lower class control group (N=15). Results for the Binet, ITPA, and Self-Concept Test support the hypothesis; results for the Caldwell Preschool Inventory do not. Because of the small size of the groups studied and the presence of confounding factors in the design, the results are viewed as tentative. (Author/AJ)