A comparison of the self concepts and school attitudes of third grade low achievers in homogeneously versus heterogeneously grouped classrooms is made in this study. An extensive review of the literature on ability grouping, self concept (and self concept tests), and school attitudes related to grouping is presented. In the study, low achievers were defined as students whose grade point fell between 1.6 and 2.6 on the overall reading test scores of the Metropolitan Achievement Test given at the beginning of the school year. Thirty children from each ability group type were given the "Self Appraisal Inventory" to measure their self concepts and the "School Sentiment Index" to measure their school attitudes. (The texts of these "yes-no" answer questionnaires are provided in the appendix.) Results indicated that ability grouping alone may not necessarily promote a more positive self concept for low achievers. However, homogeneous grouping appears to have a positive influence on the child's attitude toward school. It is predicted that, in a multiple group correlation, the self concept and school attitude of a child will be positively related. (Authors/ED)