The purposes of this study were to investigate at two elementary grade levels, the fourth and the sixth: the relationship between children's self-evaluations of self esteem and adjustment; the relationship between teachers' evaluations of children's self esteem and adjustment; and the relationship between teacher and child judgments of adjustment, and of self esteem. Subjects were 214 fourth-grade and 213 sixth grade children from two elementary schools in a middle to working class suburb outside Rochester, New York. The child's own assessment of his own adjustment was measured by the California Test of Personality, 1953 revision. Teachers' evaluation of children's adjustment was gauged on a six item scale based on five of Jahoda's six criteria of adjustment. The self report of children's self esteem was obtained by using a modification of the Coopersmith Self Esteem Inventory. Teachers rated self esteem in children on Coopersmith's Behavior Rating Form, consisting of 13 five-point scaled items. Three visits to the classroom were required to complete the testing. The results suggest that, at least on the measures selected, teachers and children perceive that children's self esteem is moderately to highly and positively related to personal and social adjustment. Self esteem and adjustment scores correlated highly, as did teacher's estimates of children's self esteem and adjustment but teachers' child agreement on self esteem and adjustment dimensions were lower. (Author/JM)