Research points out the many complex problems of the disadvantaged child. The purpose of establishing many preschool programs throughout this country has been to seek the most effective ways of educating the culturally deprived and to utilize the standardized measurements to assess various programs. The purpose of the present study is to evaluate the intellectual functioning and sensory-motor abilities of the disadvantaged child at the preschool level, to determine his growth in these areas during his participation in the program, and to determine whether or not four different teaching models are instrumental in bringing about intellectual and sensory-motor improvements.