This report identifies some of the relative advantages and disadvantages enjoyed by differing language groups in the Toronto school system. Eight groups of students were selected and studied in an attempt to determine whether cultural differences produce distinct patterns of performance on a variety of measures. The groups selected represent the Chinese, French, German, Greek, Italian, Polish, Portuguese, and Ukrainian cultures. The patterns of performance in grades 5, 7, and 9 indicate that areas of strength and weakness vary with grade as well as with cultural background. The findings suggest the extent and nature of the difficulties for students who must learn English as a second language. Several charts of statistical data are included. (RL)