The controversy on the importance of children's attitudes toward their educational experiences has focused on two major questions: First, are attitudes an appropriate concern for educational systems; and second, are attitudes important as correlates of critical educational behaviors or simply as ends in themselves? This study attempted to add some insight into this education/attitude dilemma by: Developing an instrument and administration technique for primary grade pupils to operationalize dimensions of education related attitudes; and (2) Investigating relationships between this measure and behaviors which are visible components of the educational environment. With respect to the first objective of the study a 24-item instrument, showing relatively high internal consistency, was developed. It was administered to a representative sample of pupils in grades 1-4, in Seattle Public Schools. The instrument was found to contain three factors that accounted for 36 percent of the common variance. Further, an administration procedure was developed which was usable for groups of children in the early primary grades. The administration procedure consisted of (1) a standardized video-taped administration, and (2) a response mechanism with a four choice Likert-type scale which elicited adequate scale variance down to the first grade level. The instrument failed to correlate highly with any of the validation criteria. The conclusion reached was that self-reported attitudes of primary children have little impact on other educational behaviors, specifically academic achievement. (Author/BJG)