An emotional adjustment battery and a two-question sociometric questionnaire were administered to two self-contained elementary school classrooms (N=45). Subjects (Ss) were classified as adjusted or maladjusted according to emotional adjustment battery scores. Adjusted groups were found to have (1) significantly higher positive sociometric status, and (2) significantly lower negative sociometric status than maladjusted groups. No significant differences were found between adjusted and maladjusted groups on indices of intrapersonal maladjustment. Findings were discussed in terms of a taxonomic conception of emotional handicaps and the ways information obtained from sociometric questionnaires might be applied to life in classrooms. (Author)