This paper discusses the application of the Montessori method as an intervention for children at risk for learning disabilities. A review of the literature provides background information about the philosophy and history of Montessori methods, and considerations relevant to at-risk children. Described are techniques of the Montessori method, particularly in relation to: (1) a prepared environment; (2) the role of the teacher; (3) presentations made by the teacher; (4) observations on which these presentations are based; and (5) children's sensitive periods for learning certain skills. The Montessori curriculum and its application to at-risk children are discussed in the context of the four major content areas of the curriculum: practical life, the senses, language, and mathematics. It is concluded that the major motivation for learning in the Montessori curriculum is success. Because tasks can be matched to the child's ability level, representations can be structured for success. This process facilitates the development of effective academic skills and a positive self-concept. It is emphasized that setting up children for success based on individual strengths and weaknesses is critical to the teaching of at-risk children. Appended are 14 references and a chart which, in three columns, contrasts the development of the average child and the at-risk child in relation to the Montessori methods which enhance learning for the at-risk child. (GLR)