Children who experience multiple stressors (e.g., limited language skill, low motivation, cultural value differences, low parental involvement in school, etc.) should be identified at the outset of kindergarten so that they and their parents can be supported more directly and better communication encouraged. This study explores the questions that will help to identify the need for special services. Research questions covered such issues as: (1) behaviors, language problems, or family variables contributing to underachievement of Navajo students; and (2) the impact of a culturally sensitive intervention program on reading achievement? High-risk Navajo children were identified and an intervention program provided at one school while another served as the control. Data are presented describing the sample and on language proficiency and school performance. Results suggest that counseling intervention with the parents positively affects reading achievement. Differences between parental and teacher perceptions of language proficiency are clear as well as differences due to the intervention. Involving parents with the school and creating a more culturally relevant school program emerge as themes. Parents are significant partners in the education of their children. (EMK)