Despite general recognition that one of the most disabling characteristics of culturally disadvantaged children is their lack of skill in using language as a cognitive tool (Ausubel, 1965; Jensen, 1965; 1967), most of the preschool programs for these children have continued to stress socialemotional experiences rather than language. However, within the last 6 years, several experimental preschool projects have developed new methods and curricula designed specifically to improve the cognitive language skills of disadvantaged children. These projects include the Early Childhood Training Project (Gray & Klaus, 1966), the Institute for Developmental Studies (Feldman, 1964; Gotkin, 1965), the Institute for Research on Exceptional Children (Bereiter & Engelmann, 1966), the UCLA Preschool Language Program (Ster, 1966; and personal communication, 1966), and the Perry Preschool Project (Weikart, 1967a). Promising results have been reported from several of these projects, and Weikart (1967b), in a review comparing results of these programs with those obtained in programs using more traditional social-emotional curricula, concludes that significant intellectual gains occur only when the more structured methods are used. However, because of the differences in population of children and methods of evaluation, it is difficult to compare the results of the various projects. No one has conducted a systematic long-term comparison of whether the results obtained with these methods