This report presents a description and evaluation of the Cognitively Oriented Urban Prekindergarten Program in West Chester, Pennsylvania, a preschool program for children from low income families and/or one-parent families. The program was designed to form a link between the Early Learning Program of the PRIDE Project and public kindergarten. Children were assessed and grouped homogeneously according to ability. Teachers were responsible for curriculum development and revision and communication with parents. Children participated in activities from two curriculum sections: the general curriculum (including perceptual development activities, conceptual-language development activities, art education, and physical education) and the academic curriculum (reading, mathematics, science, social studies, and health and safety activities). Extensive descriptions of these curriculum areas, as implemented in the program, are provided. A comparison of the 1974-75 year of program operation to the two previous years of operation is included. The results of an assessment of strengths and weaknesses of the program as perceived by teachers and as shown by testing of the children are provided. (BRT)