THIS STUDY was concerned with making com parisons among the ratings made by the teachers and both parents for 800 pupils on The Child Behav ior Rating Scale (CBRS)0 It included additional comparisons between the ratings made by the teach er and each parent and select guidance data, i. e., achievement test scores, IQ, age, and social quo tient on the Vineland Social Maturity Scale. These comparisons were made in the form of Pearson r correlation indices. The CBRS is a newly developed and standardized instrument which is designed to assess the person ality adjustment of pre-school and primary grade (kindergarten, first, second, and third) pupils who are unable to read effectively the usual paper-and pencil-type of group personality test, or to provide an objective assessment of varying aspects of a child's behavior as seen from the vantage of select raters, i. e., teacher, parent, etc. The scale is composed of 78 different items, each of which is presumed to be indicative of the in dividual's personality adjustment in one of five dif ferent areas: 1) self, 2) home, 3) social 4) school, and 5) physical., The profile for interpretation in cludes scores in each of these five areas plus a to tal score (Personality Total Adjustment). Each of the items is to be checked by the rater on a s ix point scale, ranging from a value of one, indicating almost no occurrence of the behavior; to a value of six, indicating a repeated and continuous occur rence of the behavior (example, item number one, Usually prefers to be alone). The total score is accomplished by weighting the part scores in such a manner as to discern optimally between chil dren who are poorly adjusted with those who are well adjusted. Norms are based on scores for 2,000 children. The study was based on available pupils from two different school districts in Southern California, and they were distributed by school grade as fol lows: 200 kindergarten, 200 first gr ad er s , 200 second graders, and 200 third graders. They were about equally divided for sex. The findings contained in Table 2 are based on only 600 pupils and did not included the kindergarten group, since no achieve ment scores were available for them. The pupils ranged in age from 56 to 103 months, with a m ean (M) age of 94. 4, and a standard deviation (SD) of 8. 7 months. In terms of IQ the pupils ranged from 70to 160, with a M of 104. 69, and a SD of 13. 07. Socio economically, pupils' parents were estimated by the teachers to be slightly above average.