In this study, 240 fifth-grade students were tested to determine possible relationships between their self-perceptions of oral communication skills and their personal-social adjustment as estimated by their teachers, their peers, and themselves. Measurement instruments used were a Communication Inventory (constructed for this study and validated by a jury of experts), the California Test of Personality, the Rating Scale for Pupil Adjustment, and a sociometric instrument. Findings indicated that those students with high estimates of their oral communication ability tended to be rated higher in adjustment by their teachers than students with low self-estimates of oral skills. However, no measurable relationship seemed to exist between the students' self-perception of their oral communication skills and their social acceptability by peers. Other findings suggested that those children who scored high on a basic skills test and on an intelligence test were rated significantly higher in oral communication skills by their teachers than low-scoring children. (JB)