This study was designed to assess self-concept as a factor in rate of adjustment of children as they moved from one learning setting to another. A further dimension of the study was the teachers' perception of the children's self concept and rate of adjustment to the new learning environment. The eleven elementary schools in a suburban school district, south of Pittsburgh, Pennsylvania were selected for the study. A total of 602 pupils were involved. The Self-Concept as a Learner Scale (SCAL) developed by Waetjen was administered to all students in September 1971 and again in December 1971 with exactly 60 school days in the interval. Four areas that were of interest to the researchers are included in the SCAL, namely: motivation, task orientation, problem solving and class membership. Children used a student assessment sheet to record the date that they felt they had adjusted to their new school setting during the 60 school day period. Teachers recorded their assessments for each child on a classroom data sheet that had the same four areas of SCAL plus a total score. The teacher placed the date under each area where she felt the child had adjusted in that area. An inservice meeting was held with the teachers to explain the study and seek their aid. The two settings for the study were an I.P.I, oriented middle school and a non-1 .P.I. oriented junior high school. Four transition patterns exist in the school district for the children who move from elementary to the middle school and the junior high school. One set of pupils moves from an I.P.I, program to a non-1 .P.I. junior high school. Another set move from an I.P.I, program to the I.P.I, oriented middle school. Students from four other schools move from non-1.P.I. elementary programs to an I.P.I, oriented middle school. The students from the other five elementary schools move from a non-1 .P.I. program to a non-1 .P.I. junior high school. The Cooley-Lohnes Multivariate Time Sharing Version program was used to determine the Product Moment Correlation Coefficient. The NYMBOL program, designed to analyze data where unequal sample sizes exist, was used for computation in the analysis of variance. It was found in the analysis of variance that all variables dealing with preand post-measure of the SCAL were significant at the .05 level for Source A, post elementary school. There were no significant differences for the variables for Source B, elementary school. The analysis of variance indicates that students need fewer days to adjust to the I.P.I, oriented middle school. All analysis of data favored the middle school setting. The highest correlation between pupil assessment of rate of adjustment with teacher assessment of rate of adjustment appeared for the pupils who continued from an I.P.I, elementary school to the I.P.I, oriented middle school. Teachers' perceptions of students' viewpoints were influenced by the school setting and the type of curriculum offered. The I .P.I. learner-centered, middle school appears to make it more convenient for teachers to focus on individuals daily and in a consistent fashion. This study has revealed that children entering a middle school appear to adjust more rapidly and with less loss of self-concept than children who entered a subject-centered junior high school. It would seem desirable to study the transition of children from elementary environments to middle schools and junior high schools in other districts. •