This paper is an interim report of a three-year study to investigate the relationship between personality and social development and varying environmental experiences on low and lower-middle income black preschool children. The subjects are 40 black preschool children between the ages of three years nine months and four years four months, selected from seven day care centers and classified according to social status based on the educational and occupational status of their parents. The overall objectives of the study are to determine preschool behavioral correlates of personality variables which have been identified as having developmental significance in relation to academic achievements of black children, and to ascertain from parental interview and ecological data, major influences of the home and preschool environments which appear to be correlates and possible antecedents of black preschool behavior. A further major objective is to develop a preschool curriculum relevant to normative developmental behaviors of black children. The purpose of the curriculum is to enhance a more effective transition from the environment of the preschool child to the school environment of the larger society. Included in this report are a review of the recent literature, Year II data analysis and procedures, and an analysis and interpretation of data collected on four-year-old subjects. Summary findings of pilot studies are included and projections for Year III data collection, procedures, and analysis are outlined. (Author/BS)