In response to a situation in which limited-English-proficient Haitian students were found to have behavior problems, anxiety, depression, low motivation, low energy, and underachievement, attributed to low self-esteem, a project was undertaken to improve student self-concept and achievement. Ninth- and tenth-grade Haitian English-as-a-Second Language (ESOL) students (n=100) were first administered a county oral language test, a written English test, the Piers-Harris self-concept scale, and a behavioral checklist as pretests. Subsequently, ESOL techniques were implemented in concert with self-concept-enhancing group activities, games (soccer, basketball, volleyball), filmstrips, television viewings, tape recordings, field trips, and an inter-ethnic group fair. At the end of the academic year, the students were re-tested with the same measures, and results indicated improved self-esteem, classroom behavior, and learning ability. Appended materials include the written English test, behavior checklist, practicum implementation/log form, a description of language proficiency levels, a letter to parents, a checklist for parents to help their children in school, class work samples, and a field trip permission slip. Contains 30 references. (MSE)