This study was conducted to determine the degree to which children's perceived self-esteem is related to their overall academic achievement as measured by their performance on a standardized achievement test battery. Specifically, the study sought to determine the dimensions of perceived self-esteem that would be most clearly associated with higher levels of student achievement. The Self-Esteem Index (SEI) was administered to 208 third-, fourth-, and fifth-grade regular and special education students. Students' SEI subscale scores (familial acceptance, academic competence, peer popularity, and personal security) were correlated with their national percentile scores on four subtests of the Stanford Achievement Test. The results confirmed the existence of a positive relationship between self-esteem, as defined in the SEI, and achievement. Characteristics associated with higher levels of academic achievement were academic competence, familial acceptance, and personal security. In contrast, peer popularity was not highly correlated with academic achievement. Results suggest that schools should address both self-esteem and academic achievement as integral parts of the learning experience. (Contains 28 references.) (Author/AA)