The purpose of the study was to determine the predictive value of various tests of emotionality and adjustment in a guidance program for prospective teachers. To this end the following series of measures were obtained from each of 100 students enrolled in the College of Education of the University of Georgia: (a) twelve tests of emotionality and ad justment; (b) three tests of teaching aptitude ; (c) four supplementary measurements. Six of the 12 tests of emotionality and adjustment were sub-test scores obtained from the Bernreuter Personality Inventory, as follows: (a) Neuroticism; (b) Introversion; (c) Self-Sufficiency; (d) Dominance; (e) Sociability; (f) Self-Confidence. Five of the 12 tests of emotionality and adjustment were obtained from the Bell Adjustment Inventory, as follows: (a) Home Adjustment; (b) Health Adjustment; (c) Social Ad justment; (d) Emotional Adjustment ; (e) Total Adjustment (that is, the sum of the four previous sub-tests). The Willoughby Emotional Ma turity Scale was the twelfth measure employed in the series. The three tests of teaching aptitude employed were as follows: (a) George Wash ington University Teaching Aptitude Test; (b) Coxe-Orleans Prognosis Test of Teaching Ability; (c) Morris Trait L Index. Four measures supplementary to all of the above were utilized as follows: (a) scholar ship marks (that is, median grades or marks on college courses to the time of testing) ; (b) intelligence test scores (obtained from the Ohio State University Psychological Examination, Form 18) ; (c) Wrenn's Study Habits Inventory (consisting of 30 items which purport to differ entiate the study habits and study practices of low scholarship and high scholarship students) ; (d) Sim's Score Card for Socio-Economic Status (which is designed to differentiate between persons coming from homes of high or low socio-economic status).