The performance of children on problem-solving tasks 8 years after their participation in an early education intervention was compared with that of children who did not receive the intervention. At the time of the outcome assessment, all subjects (n=60) were in middle school. One group of the subjects was selected from the middle school students in a school system in a northeastern industrial city who had attended the school system since kindergarten; the other subject group had been selected when in kindergarten to receive an intervention based on a task analysis of curricula into steps necessary for mastery of the activity. It had previously been shown that the treatment group scored at a significantly higher level on standardized achievement tests than did a comparison group drawn from the same pool of at-risk kindergarten students. Three problem-solving tasks from Piagetian and mathematics curriculum research were administered. The performance of both groups was comparable with age-related results in the literature, but the treatment group surpassed the other cohort on two of the three tasks. Every subject in the treatment group solved at least one task; 11 of the cohort group solved none. Implications for the teaching of learning strategies are discussed. The instructions for the tasks, some task diagrams, and four tables of results are included. (SLD)