A project is described in which slow learning high school students in British Columbia investigated community housing problems. The objective of the project was to show how investigation of contemporary community problems can help slow learning students develop knowledge, skills, and attitudes conducive to responsible citizenship. Methodology involved assessing how a study of community housing problems influenced 225 slow learning students' interest in contemporary problems, attitudes toward fundamental freedoms, open-mindedness, critical thinking skills, self-esteem, and reading comprehension. Students participating in the experiment were involved in reading assignments, field studies, interviews with community resource people, and surveying housing needs and costs. Statistical analysis of pre- and posttest differences between students in experimental groups and in control groups using more traditional curricula indicated that the community investigation project was well received by students and that participation in the project encouraged students to read and understand newspaper headlines, be less dogmatic, think more critically, and improve their self-esteem. On the basis of this project, it was concluded that slow learners can conduct, enjoy, and benefit from studies into problems of the local community and that community problems can provide a suitable pedagogical environment for developing citizen-related competencies. (DB)