This Kamehameha Early Education Program (KEEP) report presents a comparative study of the work rates of kindergarten and first grade children in two classroom environments: a learning-center and a study-carrel environment. The subjects, seven matched pairs of kindergarten and first grade students, were chosen on the basis of the results of a diagnostic arithmetic test. The children were divided into two groups (Group A and Group B) so that the cumulative scores of both groups were equivalent. In phase I of the experiment, Group A was assigned to the study-carrel situation, and Group B to the learning-center. In phase II the working conditions for both groups were reversed. The procedure involved an experimental math period comprised of two parts: the instruction period, when all children were present, and the work period, when the groups were assigned to their respective settings. Both groups were tested after 13 days of the experiment at the end of phase I, and after another 13 days at the end of phase II. Data on individual children included the number of problems completed, the number completed correctly, and the percentage completed correctly. Results indicated that for these KEEP children, differences between a socializing setting (learning-center) and a socially restricted setting (study-carrel) were not associated with differences in either rate of work or learning achievement. (CM)