The purpose of this study was to determine if selected mental, mathematical, reading, and personality assessments of sixth-grade pupils could predict high achievers in mathematical verbal problem solving. The subjects were 112 sixth graders, 56 classified as high achievers in mathematical verbal problem solving and 56 classified as low achievers according to criterion verbal problem solving scores available in cumulative school records. Thirty-eight mental, mathematical, reading, and personality scores for each pupil were analyzed, and four combinations of assessments resulted: (1) the correlation battery operated with 70 percent accuracy in placing high achievers into the high group and with 66 percent accuracy in placing low achievers into the low group, (2) the "t" test battery placed high achievers into the high classification with 70 percent accuracy and low achievers into the low classification with 68 percent accuracy, (3) the short factor analysis battery placed high achievers into the correct classification with 93 percent accuracy and low achievers with 91 percent accuracy, and (4) the long factor analysis battery placed 95 percent of the high achievers and 93 percent of the low achievers into correct classifications. The major conclusion was that total intelligence is the main individual contributor to high achievement in verbal problem solving ability. (Author/WR)