A study of 24 Maori children in grades 3-6 who were invited to perform at a children's festival in Turkey and two control groups (control 1, n=24; control 2, n=23) of Maori children who did not participate in the festival examined the effect of an intense cultural program on children's self-esteem, locus of control, and academic performance. Literature related to adventure programs and developing ethnic identity was drawn upon extensively in structuring the Maori cultural training program. The study group and two control groups were pre-tested on a self-esteem scale, a locus of control scale, and a range of academic measures. Post-testing was completed 1 year later. A subgroup of the Maori children, their caregivers, and teachers was also interviewed regarding their experience of the program. The standardized testing showed that children in the Maori Culture Group made significant positive changes in self-esteem and locus of control, changes not matched in the control groups. Both parents and teachers noted developments in the social skills, confidence, and social maturity of the Maori children. Although the group activities were not theoretically related to the academic activities assessed by the standardized tests, a facilitative effect on academic achievement was suggested. Moreover, both the results of testing and the interviews with the Maori children, their caregivers, and teachers suggested positive developments in these children's academic performance, a more positive attitude toward school, improved organizational skills, and more time spent on their homework. (Contains 37 references and 6 tables.) (TD)