The purpose of this study was to determine the reliability of the Tri-Cultural Attitude Scale (TAS). Based on the results of a sample of 336 Puerto Rican, Black-American and Anglo-American elementary school pupils in a large Connecticut city, the authors found generally significant relationships between the TAS and various criterion measures. Moreover, they found relatively good test-retest and split-half reliability coefficients, particularly for the Puerto Rican sub-sample. The TAS appears to be a positive step toward meeting the need for adequate affective assessment in bilingual/bicultural and other culturally pluralistic educational projects in the early grades. (Author)