The Kinder-Economy, a teacher-guided program which introduces basic economic concepts to primary children through an action/simulation/participation program, is discussed. The experimental program is based on the belief that young children can identify and comprehend economic concepts and apply them to real situations in their own milieu. Throughout one semester, the teacher follows a sequence of experience, debriefing, and reinforcement in teaching nine decision-making and analytical concepts: scarcity, cost-benefit analysis, production, specialization, consumption, distribution, exchange, market survey, and present versus deferred gratification. Methods and results of a study are described in which four questions were explored: (1) does instructional intervention or increased maturity over time promote a child's success in economic decision making and analysis; (2) to what extent does instructional intervention allow children to master concepts that they are considered too young to learn; (3) what types of school, home, and personality variables predict success in economic understanding; and (4) what are parents' attitudes toward primary-level economic education. Results showed that instructional intervention and positive parent attitude help children master economics. (AV)