This study investigated the relationship between learning styles, classroom behaviors, ability levels, and academic achievement in an open classroom kindergarten setting. Thirty subjects were selected (ten children from each of the 4-, 5-, and 6-year-old groups). Each child was tested on the following measures: Matching Familiar Figures (MMF); Matrix Solution (MS); Classroom Behavior (SCAN); Stanford-Binet Intelligence Scales, Form U-P; and the Peabody Individual Achievement Test (PIAT). The most important finding was the identification of a cluster of classroom behaviors that negatively affect academic achievement: inattentiveness, high level of gross motor behavior, dependency, passivity, low social interaction, and aggression. These negative behavioral styles suggest a pattern of disorganization and immaturity and stand apart from the general and expected relationship of mental and chronological age with a variety of school-related variables. It is suggested that a different classroom structure or learning environment could yield different results. (CS)