Preliminary research testing the reliability and the validity of the "Thinking About My School" (TAMS) instrument is reported, and extensive data and analyses are included for the benefit of those who wish to do further evaluative work. Instructions for scoring and appropriate conditions for administering TAMS to students with low reading skills and little experience with self-report measures are described. TAMS was tried out with approximately 280 students, of which 64, identified as leaders, were studied intensively. The validity of these 64 students' scores was tested by means of self-concept inventories, measures of power, teacher ratings of behavior, sociometrics, formal observations of behavior, and academic achievement scores. The 64 student leaders had been identified by their teachers as either positive or negative in their attitudes toward school. TAMS results confirmed the reported differences. However, it appeared that conclusions about reliability and validity could not be made until the instrument has been used with samples from other populations. (Author)