This study focuses on the indigenous processes of nurture and socialization, as well as on formal schooling, in the context of Amish culture. It attempts to illustrate the cultural context of learning--the cultural goals, the institutions, the practices, individual participation in the culture, and pupil achievement--in relation to the whole of Amish society. Implicit in this approach is the assumption that every culture provides guidelines for the rearing of the young and that these guidelines can be articulated by the anthropologist, whether the society be literate or nonliterate. Where conflict exists between the public school system and Amish schooling, an attempt is made to bring anthropological insights to bear on the problem. The data for this case study were systematically gathered over a period of four years. The field studies included Amish communities in Pennsylvania, Ohio, Indiana, and several other states with smaller settlements. Socialization practices from infancy through old age were observed while residing in a farm home in a church district. Interviews were informal and unstructured, but data were systematically obtained and recorded. Repeat visits to the community and shorter visits to other communities with Amish members were also important means of obtaining longitudinal data on human growth and community changes. (Author/JM)