This is a report on a school-wide ethnographic study of intervention strategies for at-risk students in kindergarten through second grade. A group of 5 teachers from an elementary school of approximately 250 students in a Midwest community of about 18,000 people (2 first-grade teachers, 2 second-grade teachers, and 1 music teacher) comprised the research team for this study. Data collection procedures included interviews, observations, and survey results. Participant groups included faculty, staff members, students, and parents. The constant comparative method used in data analysis forced the researchers to focus primarily on the interventions. Of the 34% of the students of low socioeconomic status, 72% of the first and second graders were seen by their teachers as "at-risk," while only 18% of those of low socioeconomic status were seen as not at risk. Based on the information gained through this study, interventions were identified to address the needs of at-risk students. These included: (1) an intergenerational reading program; (2) the integration of vocal music into the curriculum; (3) the addition of instrumental music to some curriculum units; (4) a reading program that enlisted men; (5) a summer enrichment program; (6) community linking programs; (7) an intensive spelling program; and (8) behavior management approaches. Five appendixes contain data sources, figures, the Institutional Review Board documentation, a parent survey, and an annotated bibliography. (Contains 1 table, 10 figures, and 16 references.) (Author/SLD)