Socialization practices as they are directed at boys and girls and as they relate to need for achievement, especially to differences in levels of need, were compared in a study population of 42 fifth-grade children, 21 boys and 21 girls, and their mothers. Both mothers and children were given the standard TAT measure scored for need for achievement; the children were given the Mandler-Sarason Test Anxiety Scale; and mothers were given the Endler Anxiety Scale. Mothers and children were given questionnaires to measure their different views of the socialization practices and interactions between them. Results of the study showed that low need for achievement boys were getting inadequate support and too much control; low need for achievement girls were receiving support but no goals or standards were being set and there were inadequate controls; high need for achievement boys showed no significant differences in the reported amounts of any types of interaction; and high need for achievement girls reported significantly more positive interaction than negative control, but none of the other comparisons were significant. The important factors in the socialization of need for achievement appear to be expectations and demands for achievement and independence made at an appropriate age, around age 5 in this sample, coupled with positive interaction or support and a moderate amount of control. (DB)