The Primary Skills Program for Kindergarten through Grade 2 was evaluated in terms of its educational, parent involvement, and staff development components. Cross-sectional achievement data were analyzed to provide a picture of the primary skills performance in reading and mathematics as compared to performance of the total city, each district, major district group, and each of two instructional models. Results indicated that both models outperformed their respective district groupings in all grades in mathematics, but not in reading. Staff development data showed that the majority of teachers and aids had attended at least one to five workshops and had received on-site demonstrations and consultations. All teachers and aides were satisfied with services provided by resource personnel. The creative arts and learning disabilities were selected by both as priority areas for future staff development. Classroom observation data revealed an average adult to child ratio of 1:10 in model 1 and 1:12 in model 2. A greater emphasis on small group instruction by model 1 teachers was also shown. Parent involvement data indicated increased voluntary parent participation and a tendency for primary skills parents to join the Home and School Association (Author/GK)