The author attempts to determine the value of psychometric measures of impulsiveness and anxiety for predicting potential disciplinary problems among high school males. A secondary purpose is to relate these personality factors to academic achievement. Approximately 320 sophomores were administered a psychometric battery which included: (1) an impulsiveness scale; (2) the Rotter Incomplete Sentences Blank; (3) a culture-fair intelligence test; (4) a temperament survey; (5) a capacity test; (6) a survey of study habits; (7) an adjective check list; and (8) an anxiety scale. Criterion measures utilized were grades in selected courses, conduct scores, number of behavioral infractions, and drop-out information. Comprehensive and varied data analyses were undertaken both for answers to specific questions and for exploration of other possible relationships. The most significant findings indicate: (1) a low but significant correlation of anxiety with impulsiveness; (2) a relationship of both to study habits; (3) a positive relationship between high impulsiveness and behavioral infractions and dropping out; and (4) no significant relationship between the ratio of impulsiveness to anxiety and academic achievement when other factors are partialled out. (TL)