The present study investigated the effects of sex of child, level of attractiveness, and conduct on teacher ratings of academic ability, post high school training, vocation, and leadership potential. A total of 404 male and female classroom and special education (i.e., art, music, physical education) teachers in grades one to six, from a large school system in a metropolitan area, received a Student Progress Report with an attached color photograph of a boy or girl who had been previously rated as low, moderate, or high in physical attractiveness. The personal growth and attitudes section of the Student Progress Report were manipulated so that the conduct of the student was acceptable or unacceptable. A teacher evaluation form which asked the teacher to rate the student on several ability related dimensions accompanied the Student Progress Report. A total of 350 teachers (295 females and 55 males) or about 87 percent completed the evaluation form. The results show that children who are achievement oriented, accepted, cooperative, dependable, and self-controlled are perceived by teachers to be more academically capable and likely to achieve greater vocational success. It would appear that children with good conduct are the "chosen ones" in the elementary school, regardless of their level of physical attractiveness or sex. The prediction by teachers that poor conduct girls would be more intelligent than girls with acceptable conduct suggests that the rather passive, quiet girl is not viewed as possessing the intellectual capacity of one who is perhaps more assertive and less self-controlling. Further, girls who have high achievement motivation take on some characteristics of the male role. (Author/JM)