Purpose of the program was to provide each migrant child the educational treatment that would be most effective in developing his potential. Consisting of a reading component which provided remedial reading instruction using tutors, and the LEAD (Learn, Experience, and Develop) component which involved parents and the community in bringing about changes in child attitude, motivation, and behavior, the program involved 17 school districts with 390 migrant children in grades K-12. Sixty migrant and non-migrant children participated in the LEAD program. The reading program was evaluated using interviews and field observations to obtain data on congruence testing; student-staff interactions; and perceptions of tutors, teachers, and students. Both pre- and posttest scores on the independent and instructional subtests of the Spache Diagnostic Reading Scales were obtained for 160 of the 390 children. The LEAD component was evaluated using pre- and posttest data collected on 43 students for reading, 49 students for self assessment, 48 students for school sentiment, and 43 students for self concept. Findings indicated that both programs were strongly supported by all involved. The most common problem in the reading component was the lack of communication between tutors and teachers on a regular basis. Data from the LEAD component showed that the children evidenced significant growth on measures of motivation, attitude toward school, and self concept. (NQ)