Do varying racial and social school mixtures significantly relate to self-esteem of black and white fifth-grade pupils? The purpose of the present study was to examine several facets of this question. Interrelationships were studied among pupil's self-esteem and the following demographic variables: school's racial composition, pupil's sex, pupil's socioeconomic status, and school's socioeconomic composition. The author takes the position that pupils' attitudes are just as important, if not more important, than scholastic achievement, particularly where attitudes are studied in relationship to school's and pupil's racial and socioeconomic groupings. Self-esteem was measured by 47 items from the Coopersmith Self-Esteem Inventory and six items from the Equality of Educational Opportunity Survey. Two samples were employed. Data were analyzed for 2753 white subjects from 72 schools throughout Pennsylvania. The samples were drawn from a larger Pennsylvania Department of Education state assessment sample of 20,000 subjects from 355 elementary school buildings throughout Pennsylvania. Data were collected in the fall of 1969. The results of this study have implications for pupils' assignments to buildings, as well as implications for the selection of teachers, the allocation of resources, and the offering of special programs. (Author/JM)