Examined were changes in students' positive and negative perceptions of junior high as they made the transition from sixth to seventh grade and the relation of students' perceptions to their social and academic adjustment. A total of 100 students were interviewded in the spring of their sixth-grade year, the fall of their seventh-grade year, and the spring of their seventh-grade year, to determine how they felt about the transition they were making and what they liked and disliked most about junior high. Students' grades, disruptive behavior, and aggression were also assessed at each time of interview. Findings indicated that concerns about victimization and disruptions in friendships declined sharply after the transition, while concerns about schoolwork and the new school setting increased over the year. Sex differences in reasons for disliking junior high were also found. Changes in students' perceptions were related to individual differences in adjustment. Before the transition, students with higher grades had more negative expectations while aggressive and disruptive students mentioned few concerns about the move. These patterns of perceptions reversed when students entered the seventh grade. It is concluded that the findings illustrate the importance of a longitudinal perspective in understanding the challenges students face during the transition to junior high. (Author/RH)