S OCIAL PSYCHOLOGISTS have long recognized that acceptance by his associates is fundamental in the integration of an individual's personality. Indeed, it is not an exaggeration to say that a primary goal of education by parents and teachers is to make the individual acceptable to, and accepted by, the persons with whom he associates in childhood and in adulthood. Awareness of these facts, developed over a number of years as a teacher, counselor, and parent, motivated the writer to undertake some research to ascertain what factors affect the social acceptance or nonacceptance of adolescents. Since, at the time of undertaking the research, the writer was director of counseling services in the Anderson, Indiana, High School, it seemed appropriate that he make a study of this kind in his own school. Anderson High School has an enrolment of twentyfive hundred students in Grades IXXII. It is fed by four city junior high schools and by ten elementary schools in four townships. Principal among these ten are the five schools in Anderson Township. Two of these five are populated largely by children from fashionable residential sections in which the finest homes in the community are to be found. The high-school enrolment consists of 70 per cent city residents and 30 per cent transfer students from the ten outlying schools. Anderson is an industrial center with a predominantly Protestant, white, native-born population of fiftyfive thousand in the city proper and fifteen thousand living outside the city limits in Anderson Township. In kind and number of churches, religious groups, and other types of associations, organizations, and clubs, Anderson is typical of cities of similar size. Most persons depend on the industries of the city as a source of livelihood. Of those persons living outside the city, few are true agricultural families, but more than 50 per cent supplement their income by agricultural means.