What are the attitudes or feelings that accompany the early achievement of pupils who have entered a class either with antici pation, or with dread lest they be unable t;o cope with its subject matter? Will such like, indifference, or dislike: (i) persist through out their study of this course, and (2) de velop into a strong desire to have the oppor tunity to study more widely or more inten sively in this field? These questions, together with the findings of previous experimental attacks upon this problem, were incorporated into subject ques tionnaires, one for each subject studied on the high school or the college level. During 1940-41 these questionnaires were presented to students in the University of Nebraska en rolled in introductory courses in educational psychology and in high school methods. In general, these students, as will be observed in Tables la, lb, and Ic, were university soph omores or juniors (84%) whose experiences on the high school level occurred mainly in small or large city schools (52%) or in town or consolidated schools (47%).x Ninety-eight percent of these students stated that the aver age evaluation of their scholastic achievement in high school was a mark of A or B, but that in college their present status would be de scribed more nearly by a mark of B or C. The frequencies of the three categories of students who liked, or were indifferent to ward, or disliked a given subject revealed that the proportions of students in each category were similar, whether the students had 1For one of the groups that included 124 students, ratings on the A.C.E. Psychological Examination (1940 Edition) were available. Eighty of these students (64%) earned ratings that indicated student ability to reach at least a B or C achievement level in college. (See Table Id.) studied in one of the larger or smaller high schools, were then upper or lower classmen, possessed a psychological rating of B or C, or had achieved a scholastic level of B or C. Thus, no one of these factors could be re garded as a major cause in developing student attitudes of liking or indifference toward or dislike of a given subject. Consequently the investigator turned to a critical examination of another contributing factor?the influence of dreading or not dreading one's experiences in a subject area before starting to study that subject. Sources of data were the responses of stu dents to sixteen subject-questionnaires. Of these, nine pertained to subjects that these students had studied while in high school, and seven to college subjects which they had studied or were studying at that time. Sum maries of these data appear in Figures I and II. The legend, which describes the frequency totals of answers to the several questions as tabulated for English composition, will guide the reading of each frequency tabulation for any subject studied in high school (English, American history, world history, algebra, geometry, foreign languages, general science, biology, and chemistry) or in college (Eng lish composition, English literature, American history, foreign languages, biology, chemistry, and geography). Although the total number of students was 225, the maximum number of responses to any one item on any subject questionnaire was 221.