The purposes of this study were (1) to identify the social-emotional and information-achievement characteristics of 133 children enrolled in Head Start and (2) to explore the interrelationships found to exist between social-emotional behavior, as assessed by the teacher at the outset of the program, and the gains exhibited over the year in information achievement, as assessed by the Preschool Inventory (PI) and the Operation Head Start Behavior Inventory (BI). The PI was administered during the first and last months of the year-long Head Start program; the BI was given only during the beginning of the program. The general hypothesis was that there existed positive relationships between positive aspects of teachers' ratings of social-emotional behavior and gains in information achievement and negative relationships between negative aspects of teachers' ratings of social-emotional behavior and gains in information-achievement of children enrolled in Head Start. The data failed to demonstrate any such significant relationships. (WD)