BECAUSE OF THE BREADTH AN DEPTH OF OBJECTIVES SOUGHT FOR THE ELEMENTARY SCHOOL CHILD, THERE IS A LACK OF KNOWLEDGE OF SPECIFIC EFFECTS OF TEACHING METHODS AND OF THE VALUES ATTACHED TO ONE OR ANOTHER OUTCOME OF THE TOTAL EDUCATIONAL PROCESS. FOUR GENERAL OBJECTIVES WERE SET AND REPORTED UPON AT LENGTH. FIRST, INSTRUMENTS WERE DEVELOPED AND FOUND TO BE ADEQUATELY RELIABLE IN MEASURING SIX SIGNIFICANT OUTCOMES OF ELEMENTARY EDUCATION IN CHILDREN'S ATTITUDES, PERFORMANCES, AND BEHAVIORS. THE OUTCOME MEASURED INCLUDE (1) SELF-CONCEPTS, (2) LIKING FOR OTHER CHILDREN, (3) TASK-ORIENTED CLASSROOM BEHAVIOR, (4) ACHIEVEMENT TEST SCORES, (5) ATTITUDES TOWARD SCHOOL ACTIVITY, AND (6) CREATIVITY TEST SCORES. SECOND, MEASUREMENT TECHNIQUES WERE DEVELOPED FOR ASSESSING VARIOUS CLASSROOM CONDITIONS WHICH ARE PRESUMED TO AFFECT CHILDREN'S MOTIVATION AND THEIR WORK OUTPUT TOWARD THE GOALS DESCRIBED. THESE CONDITIONS INCLUDE THE ATTITUDES OF TEACHERS AND PEERS. THIRD, THE INTERRELATIONSHIPS OF THE OUTCOMES AND THE CLASSROOM CONDITIONS WERE STUDIED, CHILDREN WERE TESTED AT THE BEGINNING AND AT THE END OF THE SCHOOL YEAR. LAST, A PREDICTION OF OUTCOMES WAS ATTEMPTED, BASED BOTH ON THE CHILDREN'S TALENTS AND ATTITUDES AND ON THE ATTITUDES AND BEHAVIOR OF PEERS AND TEACHERS. SOME RESULTS OF THIS STUDY SHOWED RELATIONSHIP BETWEEN CREATIVITY AND SELFCONCEPT, AND THE STRONG INFLUENCE OF THE OPINIONS OF TEACHER AND PEERS ON THE LEARNING OF THE LESS ABLE CHILDREN. ALL TESTS, RESULTS, AND INTERCORRELATIONS OF THE STUDY ARE PRESENTED IN DETAIL.