An attempt was made to determine what factors relate to achievement in language arts, mathematics, and certain attitudes in an individualized programmed instruction school. A total of 87 fifth grade pupils were tested both in the Fall and Spring using the Commonwealth of Pennsylvania's Pennsylvania Questionnaire and the Stanford Achievement Test. These data as well as pupil socioeconomic data were used to form a correlation matrix. The data were then subjected to a stepwise multiple regression routine using various posttests as the dependent variable. The results indicated that for the Stanford test data, the achievement continuum was consistent and significant, and suggested that there is a need for a greater emphasis on pupil creativity in language arts. For arithmetic, the general achievement level in the Fall was less important to Arithmetic Application than to Concepts or Comprehension; the Creative Ability test figured prominently in all three subtests while the Creative Attitude test played a minor role. For non-Stanford data, academic achievement seemed to be a necessary correlate for Creative Ability but not for Creative Attitude; self-concept was influenced mainly by affective rather than cognitive variables, and attitude toward school measured slightly with everything. A total of 18 multiple regression tables are included. (JS)