This study investigated the association between personality traits and the intellectual performance of Head Start children. A total of 90 economically disadvantaged Anglo and Mexican American Children from six Head Start classrooms were administered the Preschool Inventory (PSI) to obtain a measure of intellectual development. Each child was also independently rated on the Classroom Behavior Scales by a college student and teacher. It was hypothesized that: (1) scores on the PSI would correlate positively with ratings on extraversion, task orientation, general adjustment, and peer adjustment; (2) PSI scores would correlate negatively with ratings on introversion and distractibility; and (3) no correlation would exist between ratings on either hostility and/or consideration of others and the PSI. Results confirmed each of these hypotheses. The results are in accord with current developmental theories which view the child as an active seeker of cognitive stimulation who interacts on his environment. Implications of the study suggest that preschool curriculum experiences should require self-initiating, exploratory, persistent, and independent activity on the part of the child. (Author/SDH)