Five scales designed to measure the attitudes of young children toward arithmetic, reading, and art were developed. Two of the scales (Picture and Forced Choice) were ipsative in nature; the remaining three (Millimeter, Box, and Semantic Differential) allowed the child to express a more absolute attitude about each activity. The scales were administered to a sample of second and third graders and their teachers were asked to name those students who liked and those who disliked arithmetic the most. Intercorrelations were determined using the multitrait-multimethod approach. It was concluded that: (1) Group attitude scales concerning school activities can be administered to young children with few problems or errors; (2) Children most enjoyed the picture scale; (3) Ipsative attitude measures should be used with great caution; (4) Teacher nominations are not very valid as a criterion measure for primary grade attitude scales; (5) The two most promising types of scales were the Millimeter and Semantic Differential Scales; and (6) A method which may show some promise is the addition of pictures to these two scales for added interest and clarity. See TM 000 891-893 for descriptions of the scales. (Author/AG)