A communication skills program, initiated in the Edgewood Independent School District in San Antonio, Texas, in 1974, as part of the Experimental Schools Program, was conducted as part of a locally designed and implemented effort to improve the academic achievement of its largely Mexican American student body. Coinciding with the initiation of the program, a questionnaire investigation was carried out to probe the perceptions of the schools' staff, principals, teachers, and a stratified random sample of comparison teachers. An external evaluation team was also selected to conduct classroom observations. Goals of the program were perceived as: (1) using the students' home language (Spanish) to improve their education; (2) making the environment more positive; and (3) making the pupils' education more relevant to their needs. A generally positive climate for the introduction of the program was seen by those questioned, with concern by principals and teachers for quality, quantity and timing of the curriculum materials. Modification of classroom climate toward openness and individualization of instruction was expected. Perceptions were found to be directionally congruent with the classroom observation results, although implementation was less than expected. The program was discontinued, due to cessation of materials production. (Author/JD)