Over a period of 9 months, a certified Child Development Associate (CDA) trainer and charter member of the National Association of Migrant Educators implemented and evaluated a practicum intervention designed to improve the learning environments of migrant preschool children through in-service training of migrant teachers, aides, parents, and staff. Three major objectives were aimed at ensuring that: (1) the learning environment would be reflected in the classroom setting; (2) in-service training would focus on a developmentally appropriate curriculum; and (3) teachers would be able to create a daily routine to implement what they learned in in-service workshops. In-service training covered seven areas: personal care routines, furnishings and displays, language and reasoning, fine and gross motor skills, creativity, social development, and adult needs. Results showed that a positive approach, grounded in sound early childhood curriculum guidelines, elicited an overwhelming response from the migrant community. Migrant teachers were able to create a wholesome learning environment. Appendices provide measures, tables of data, a resource list, lesson plans for workshops, related materials, details of workshop activities, and a checklist of learning styles of children from infancy through first grade. Twenty-five references are listed. (RH)