An examination was made of the role-taking process with respect to aggressive behavior and sex roles. Ss were 20 boys and 20 girls from a housing project. All were caucasians of low socioeconomic status. Each S was shown 19 cards, each containing a schematic cartoon and involving two major figures in a particular situation. For each card there was an aggressive content attributed to the Object Figure. Each child was tested individually. An S's score was the number of statements scored as anti-social aggression. Results were analyzed by means of a 2 x 2 x 2 analysis of variance, with the following variables: sex of Object Figure, sex of Identification Figure, and sex of subject. Results support the proposition that children have good knowledge early of the behaviors associated with roles other than their own. The effectiveness of the role-taking task used indicates a valuable technique for examining differences attributable to sex. (CK)