Do engineering students exhibit distinctly specialized abilities in con nection with their courses in the college of engineering as contrasted with their abilities in pre-engineering subjects? Does success in certain pre engineering courses, such as physics, chemistry, and freshman mathe matics, presage success in the more specialized courses in engineering? Are students consistent in their achievements in college courses, or do they show great variations in achievement in various subjects, engineer ing and pre-engineering? This study was undertaken to answer the above questions. Certain difficulties, however, were experienced in making the investigation. The first of these difficulties was that of obtaining a common means of ex pressing ratings in several courses so that they might be compared. The only records kept at the University of Minnesota, where this study was carried on, are letter ratings, A, B, C, D, E, and F, with others occa sionally used. This six point scale (or really a five point scale, as used here) was, itself, too restricted to make possible accurate comparisons. The matter was further complicated by the fact that these letters did not have the same meaning in the different colleges, nor in the different courses within the same college. They did not even mean exactly the same for consecutive classes in the same course. Bohan1 has discussed these variations at considerable length in his doctor's thesis. One method of expressing letter ratings in different courses in com parable terms is to assign numerical ratings to letter grades in accordance with the frequencies with which these letters are given in the individual courses. Hence McCall's2 T score technique may be used to assign the numerical ratings to the letters. These numerical ratings will hereafter be called M scores, rather than T scores, because the median is not based on a group of twelve-year olds as it is when T scores are found. Where there are no great discrepancies from year to year in the number