Historically, the transient student has been perceived as a problem in the public schools, notably within the areas of academic achievement and social adjustment. In an attempt to study the less frequently investigated social adjustment question, this study focuses on teachers' perceptions of students. Responses of teachers having transient and nontransient children in their classes were analyzed to determine whether these students were perceived differently. Following a hypothesis test on group centroids, a discriminant analysis was performed on both groups. Although group differences were statistically significant and a discriminant function was developed, both were pragmatically weak and additional research guidelines were suggested. (Author)