IN PREVIOUS STUDIES, A NUMBER OF PERSONALITY VARIABLES, INCLUDING ADJUSTMENT, MOTIVE-TO-ACHIEVE, MOTIVE-TO-AFFILIATE, ACCEPTANCE OF SELF AND OTHERS, AND ACCEPTANCE OF ADULT VALUES HAVE BEEN STUDIED TO DETERMINE THEIR RELATIONSHIPS TO SCHOOL ACHIEVEMENT. INTERRELATIONSHIPS AMONG THESE VARIABLES WERE EXAMINED IN THIS STUDY. THE CALIFORNIA TEST OF MENTAL MATURITY WAS USED TO SELECT BRIGHT BOYS FROM GRADE 8, AND THE WECHSLER INTELLIGENCE SCALE FOR CHILDREN WAS USED TO CONFIRM SELECTION. THE 264 STUDENTS WERE INTERVIEWED AND TESTED WITH THE CALIFORNIA PSYCHOLOGICAL INVENTORY, BILLS INDEX OF ADJUSTMENT AND VALUES, AND A CARD SORT. GRADE POINT AVERAGES WERE OBTAINED AND THE IOWA TEST OF BASIC SKILLS WAS ADMINISTERED. THE HIGH AND LOW THIRDS OF THE GROUP WERE TESTED USING DUNN'S VISUAL DISCRIMINATION TASK, THEMATIC APPERCEPTION TEST AND MCCLELLAND'S PROJECTIVE TEST. RESULTS OF THE STUDY SHOWED THAT LOW ACHIEVERS DO NOT HAVE AS CLOSE TIES WITH HOME NOR DO THEY ACCEPT CONVENTIONAL VALUES AS MUCH AS DO HIGH ACHIEVERS. THE VARIOUS MEASURES TENDED TO CONFIRM EACH OTHER IN MEASUREMENT OF VARIABLES. FINDINGS CONFIRMED MANY FINDINGS OF EARLIER STUDIES OF NONINTELLECTIVE CHARACTERISTICS OF HIGH- AND LOW-ACHIEVING BRIGHT PUPILS. THIS CONFIRMATION SUGGESTS FUTURE RESEARCH SHOULD ATTEMPT TO MODIFY CERTAIN STUDENT CHARACTERISTICS BOTH IN THE LABORATORY AND IN THE FIELD. (AL)