In 1967 a study was conducted in an upstate New York suburb based in part on E. K. Wickman's classic behavior inventory. One purpose was to see whether teachers' recognition and attitude toward problem behavior was reflected in actual referrals to Pupil Personnel Services. A 4-point rating scale was used for 43 behavior items divided into and recessive personality Aggressive and acting-out behavior and other. The mean scores of withdrawn 2.31, aggressive 2.50, and learning problems 2.95 were obtained paralleling Wickman's 1928 findings for withdrawn and aggressive behavior and virtually all sub sequent studies. However, learning problems unrecognized as such 40 years ago are clearly now a concern of major importance. Referrals for withdrawn were 41, aggressive 63, and learning problems 232 paralleling the ranking of the scores on the inventory. Also the number of referrals which would be made to optimal services was 44 for withdrawn, 33 for aggressive, and 85 for learning problems indicating a possible need for expanded services. Rec ognition and referrals reflect to some extent the teachers' primary concern, that is the educating of children. Serv ices have been greatly expanded to meet childrens' needs, especially with regard to learning problems, and emotional problems (to the degree that they cause learning problems) and the needs are being treated by the learn ing specialists. FOUR DECADES ago E. K. Wickman con ducted a classic study of the views of teachers regarding the seriousness of children's behavior observed in the classroom (3). Since that time there have been more than a dozen similar or identical repetitions of the original study. Also, during these years, an important body of knowl edge has developed with regard to the etiology of behavior problems and emotional difficulties and the ways these are related to the learning processes. What Wickman termed lack of interest in work we have come to recognize as reflecting possibly deeper or more complex problems. It has come to be recognized that there are which include difficulties in perception, speech and reading, which may interfere with a child's progress in school. If a community and school are to meet children's needs in areas in which there may be difficulties, they must rely upon the classroom teacher not only to identify children with problems but also to refer the children so identified to resources which can help the child. Cohen and others conducted a study in a suburban community in New York broadly concerned with the way children's needs were being met in a particular school system (1). One of the purposes was to see whether teacher recognition of problem behavior and teachers' attitudes towards behavior problems in the ab stract were related to and reflected in actual referrals of children to Pupil Personnel Services. By learning at what rate problems were recog nized and referred, it was possible to attempt to see whether certain types of behavior as symp toms of emotional problems were possibly un recognized,, and whether needs were being fully met in a particular school system. This study was conducted in a rapidly growing community in upstate New York during the academic year 1966-67. In the six schools in the system there were 2,935 students and a faculty of 117. The median IQ scores of the students derived from the Otis Mental Ability Test ranged between 105 and 114 at the schools. The orienta tion of the school is toward higher education; of the 96 percent of the students who completed high school, 80 percent continue their education. The teaching staif is relatively young; 69 per cent are age 40 or below. Approximately 20 per cent are men. Approximately 32 percent have Master's degrees. The median number of credit hours in psychology, mental hygiene, or child development courses is between 13 and 15. About 47 percent of the teachers have had a course in remedial reading, 17 percent in speech therapy and 21 percent in special education. The Pupil Personnel Services Department staff includes a director, one psychologist, three reading teachers, two speech therapists, and three nurse teachers. The school district is primarily residential with one large industry, several commercial sections, and some farming. The social class of the resi dents ranges between lower-middle through upper-middle with some lower-upper class fam ilies. There is less than 1 percent nonwhite population.