This study examined the sociometric choices and classroom behavior of third grade children in integrated schools. Children were asked how much they liked to work and to play with their classmates. Behavioral observations, using a sequential time-sampling technique, were also made for a portion of the same sample of children. Finally, achievement scores in reading and mathematics from a school-administered test were obtained for the sample. A number of issues were examined: (1) the relative influence of race and sex on children's sociometric choices; (2) the difference in race and sex effects on the play and work scales; (3) the importance of achievement level to sociometric status; and, (4) the extent to which social interaction patterns in the classroom parallel the sociometric findings. One third grade classroom was randomly selected from each of 11 elementary schools in a midwest school district. The sociometric test was given in April 1973 to 244 children The final sample size was 242, including 101 white males, 90 white females, 21 black males and 30 black females. Sex was found to be a much stronger determinant of peer preference than race. Choice patterns were different for play and work with blacks being more popular on the play variable. (Author/JM)