In this study, prediction of success in programed learning for students of different personality types was only minimally successful because the dependent variables, which were test scores and final grades, correlated r = 0.52. Ninety-seven 10th and 11th grade mathematics students were individually given the Wechsler Adult Intelligence Scale which was used to determine Personality Assessment System (PAS) variables. Before and after the experimental procedure, a programed mathematics course, semantic differential scales were administered to assess attitudes about school, learning, classes, teachers, programed instruction, programed texts, basic math course, programed math, and regular math. Factor analysis showed few relationships between attitudes and grades or attitudes and PAS variables. Multiple correlation analysis showed that attitudes were the best predictors of final grades, with attitudes toward teachers being the single most important predictor variable. In general, analyses showed the differences between the variables which contribute to the two different criteria, the lack of correlation between the criteria, and the overriding effects of attitudes. Further studies should control such variables as the level of the students in the course, as well as the nature and level of the subject matter, and should provide more adequate numbers of the personality patterns. (JF)