This document considers the language arts instructional materials in use in the primary schools of Trinidad and Tobago and questions how effectively these materials cater to the development of competence in the English language by children whose vernacular language differs structurally in a fundamental way from Internationally Acceptable English. Problems with specific books are discussed as examples of more general problems. Most of the books used have not been written with the particular situation in mind, and they are unsuited to the purpose, lacking linguistic and cultural relevance for the Trinidadian child. Illustrations, structures, linguistic features, vocabulary, and cultural elements are discussed and improvements are suggested. (VM)