This study investigated the predictive power of four indices of cognitive style, the intercorrelations of cognitive style with selected cognitive and affective variables, and the test-retest reliability of the Matching Familiar Figures (MFF) test. The social, emotional, and cognitive development of 38 kindergarten children was assessed by their teacher (using the Maryland Systematic Teacher Observation Inventory) in November of their kindergarten year. The children's cognitive style (MFF), school readiness (Metropolitan Readiness Test), and self concept (Florida Key teacher rating scale) were assessed in May. The MFF was administered a second time one week later. At the end of the first grade, the children's school achievement in vocabulary, reading comprehension, and mathematics concepts was measured using the Iowa Test of Basic Skills. Multiple regression techniques were used to determine the contribution of several factors to the prediction of school achievement. These factors were (1) error and mean latency indices of cognitive style (after the Kagan construct), (2) tempo and efficiency indices of cognitive style (after the Salkind and Wright model), (3) readiness, and (4) teacher ratings. Results indicated that a combination of these factors explained a significant amount of variance in school achievement. Results of stepwise regression indicated further that, when the variance due to readiness was removed, impulsivity contributed significantly to the variance accounted for in achievement among boys. Analysis of the intercorrelations among cognitive style and all other variables produced expected correlational patterns. Test-retest reliability correlations on the MFF were found to range from .58 for males to .95 for females with a reliability of .87 for the total group. (JMB)