A case study followed a child from birth to approximately age eight, recording his early successes with learning language and reading skills, and then discusses his academic decline after being labeled a low achiever and a candidate for remedial classes. The child had learned to construct words from magnetic letters at an early age, and by age five he was a relatively independent reader. Kindergarten and first grade reinforced his self-concept as a capable learner, facilitating his reading ability and other skills. However, during grade two, a substitute teacher criticized the monotone voice he used when reading aloud, and noted the number of worksheets he had not completed. The child was placed in a remedial class where his schoolwork continued to decline. He had adopted the label given to him, "remedial student," and behaved as a slow learner would. Transfer to a new school for his third year reversed the problem. His teacher began to rebuild his self-concept, rewarding him for improved work and encouraging his endeavors. Implications of the study include the notion that injudicious labeling can seriously hamper a child's academic progress, and damage his or her self-esteem. Additionally, remedial students need to be included and encouraged, rather than denied the possibility for academic achievement. (JC)