In keeping with the trend toward greater parent participation in the education of their children, a preschool intervention program designed to improve the educability of children who would enter kindergarten at the start of a fall term was conducted in one elementary school. The major purpose of the project was to determine if mothers would accept the role of home teachers for their prekindergarten children on a regular basis, using school-prescribed tasks. A sample of 12 mothers and their children was studied. Mother-instruction was measured by a checklist that obtained information about the extent to which mothers engaged in teaching the prescribed activities at home. A teacher observation survey recorded ability of the child to perform supervised skill activities. It was found that mothers in the program did show an active interest in school-home relationships, as evidenced by the regularity with which they accepted the role of home teacher. The pupils in the project, after entering kindergarten, were better adjusted socially and performed better in verbal expression than classmates who had not participated in the project. Based on findings in this program, it is recommended that the parent's involvement as home teachers be extended throughout the school career of their children. (Author)