The Children's Personality Questionnaire (CPQ) was administered to 23 academically handicapped children (mean IQ, 79) and 35 academically gifted students (mean IQ, 147). The CPQ measures 14 distinct personality factors; data on these variables were analyzed using a 2 x 2 (academic ability x sex) analysis of variance design. A stepwise discriminant analysis investigated which combination of variables discriminate between the ability groups. Further discriminant analyses were also conducted, excluding personality factor B, the intelligence factor. Sex differences were found on eight factors; for this sample, an 83% accurate prediction for sex grouping could be made from the devised discriminant function. In addition to the significant ability group differences on the intelligence factor, differences were found on four other factors: emotional stability, assertiveness, enthusiasm, and boldness. Some interactions among personality factors and sex were also noted. It was suggested that various personality types can be taught effectively by increasing the structure in the learning environment for academically handicapped students, while reducing it in groups of gifted students. (GDC)