The University of Georgia's Anthropology Curriculum Project (ACP) is viewed in retrospect and certain developments of the project are appraised in light of current school problems. Three questions were asked in an evaluation of the project: (1) can elementary children learn anthropology as a single discipline? (Answer, yes); (2) is there a relationship between teacher knowledge of anthropology and pupil achievement in anthropology? (Answer, no); and (3) will the inclusion of anthropology in the elementary curriculum reduce ethnocentrism? (Answer, probably). Results of the formal evaluation and a less formal observation of factors affecting classroom learning of anthropology are discussed and three recommendations for updating the project materials are offered. First, replace the packaged primary materials with "scratch units" which would stimulate teacher initiative. Second, materials would be consolidated into one semester-long elementary course and one semester-long middle grade course rather than be units in anthropology by grade level. Emphasis would be on in-depth instruction at a given time rather than on yearly sequences. Third, there should be some reduction in the conceptual load children are expected to master. The author concludes that the modestly financed ACP has been successful relative to better-funded NSF projects in the social and natural sciences and in mathematics. Continued evaluation and materials development is recommended. (DB)