An investigation was made into the various dimensions of disadvantaged children's self-perceptions in comparison to the interpersonal perceptions of them held by the significant adults in their environment--teachers and parents--both before and after a special summer program developed especially for the improvement of academic skills of the disadvantaged. The assumption was that, if the children were enabled to succeed in the other areas of the program--particularly in reading and arithmetic--they might also begin to hold a more positive attitude toward themselves, and the others' view of them might also improve accordingly. There were 63 children enrolled in a suburban community's Summer ESEA Project for its own disadvantaged. The program was carried on for six weeks in grades one to six, with provision made for reading and arithmetic remediation, nature study, arts and crafts, physical education, and personnel health care. The instrument utilized for measuring self-perceptions, the Self-Perception Inventory, measures Self-Concept, Ideal Concept, Reflected Self-Classmates, Reflected Self-Teachers, and Reflected Self-Parents. (Author/JM)