Beginning in 1956 about 250 students in two London, England junior schools were intensively studied over a 4-year period for intellectual, educational, emotional, and social development. The schools approached instruction differently; one was child-oriented; the other was subject-oriented. In 1964 this followup study was conducted with some of the same students in the 1956 study who had gone into four secondary modern schools. The students selected for restudy had been of average or below-average reading ability in their junior school. Standardized tests and projective tasks were administered to these students. The measures were similar to those used in the 1956 study. Several questionnaires were completed. The student himself, an interviewer, a teacher, and his parents were informants. The followup data and the data from the 1956 study suggest that questions such as whether a child-centered or subject-centered approach achieve better results are so broad they are almost meaningless. The background and personality of the individual child are very important determinants of school achievement. The data also indicate that the projective tasks used in assessing the student's development are accurate. [Not available in hard copy due to marginal legibility of original document.] (WD)