This study examined the effectiveness of an intervention program for culturally deprived preschoolers living in a rural area. The subjects, 29 children between the ages of 3 years 10 months and 5 years 3 months, were administered a kindergarten readiness test and the Peabody Picture Vocabulary Test at the beginning of the school year and again at the end of the school year. Intervention activities were presented to the experimental children by professionals and paraprofessionals, and an attempt was made to maintain each child's strengths while remediating areas of deficit. Children in a second contrast group participated in a traditional nursery school setting, without intervention by professionals and paraprofessionals. A third group had no preschool experience. Findings indicated that the experimental subjects made greater gains on all the tasks than did children in other groups. A comparison between the contrast and experimental groups and the group with no preschool experience appeared to provide support for advocates of preschool: results indicated that preschool experience in either a traditional or a developmental program, was better than no preschool experience. (Author/CM)