A study was conducted to determine the appropriateness of a particular whole language program, entitled "Project Victory," designed specifically for a group of high-risk, seventh-grade students in a predominately urban intermediate public school. Subjects were 20 students identified as high-risk by their school district on the basis of the Iowa Tests of Basic Skills performance scores. Project Victory consisted of a 3-hour morning block of language instruction based on the philosophical theory of whole language. The program integrated the language processes of reading, writing, speaking, listening, and thinking and focused on functional, relevant literature such as magazines, newspapers, and trade books. Curriculum and instruction were based on the specific language needs of the student. Both formal and informal evaluation procedures were used to assess the program. Observations revealed a change in student' attitudes and students appeared more inclined to work cooperatively as the year progressed. Emerging patterns of free reading material choices also became apparent. Students also appeared calmer, more trusting, and more willing to take risks in the classroom as the year progressed. It was observed that students learned positively from their mistakes. An increase in parental involvement was also noted. Based on the positive results of the study, further research on curriculum and instruction for high-risk students based on the theory of whole language is needed. (Four tables of data are included, and 52 references are attached. Appendixes include: Iowa Department of Public Instruction Model for Language Arts; additional classroom resources; Project Victory objectives; reading skills sequence; daily schedule of activities; weekly activities; and writing samples.) (MG)