An evaluation was conducted of 37 Follow Through classrooms. From each of these classrooms, six students were randomly selected to be administered the Visual Sequencing Task, the Pictorial Self-Concept Scale, the Ladder (a self-concept measure), and the Pupil Attitude Survey. These pupils were also video taped for observation of their activities in the classroom. All of the pupils in the 37 classrooms were administered the Boehm Test of Basic Concepts. In addition, the parents of the pupils in the 37 classrooms were sent an opinionnaire concerning the Follow Through program. A teacher opinionnaire was distributed to professional staff members who had received Follow Through training. Parental responses revealed a very high level of support for the school program. The teachers were generally positive toward the program. The videotapes showed that children's activities were generally similar in both higher and lower implementation classes; the students spent the majority of their time by themselves rather than interacting with peer or a teacher. On the Boehm test, children in both types of classes performed equally well, which was also true on the Visual Sequencing Task. On the Ladder, children in both groups generally rated themselves positively on all eight personality dimensions considered. There were no significant differences between the groups on overall self-concept as measured by the Pictorial Self-Concept Scale. The Pupil Attitude Survey results suggest that students in higher implementation classrooms enjoy more creative activities, language arts, and play activities. (Author/DB)