THE RELATIONSHIP BETWEEN OPPORTUNITY TO LEARN AND SUCCESS IN ACADEMIC ACHIEVEMENT IN SIX COUNTRIES WAS STUDIED. A SECONDARY CONCERN WAS THE EXTENT OF OPPORTUNITY AFFORDED TO STUDENTS FROM ADVANTAGED HOME BACKGROUNDS AS COMPARED TO THOSE AFFORDED TO DISADVANTAGED STUDENTS. THE DATA BANK OF THE INTERNATIONAL PROJECT FOR THE EVALUATION OF EDUCATIONAL ACHIEVEMENT (I.E.A.) PROVIDED INFORMATION ON THE SAMPLE GROUP WHICH WAS COMPOSED OF 13 YEAR OLD STUDENTS FROM THE DIFFERENT COUNTRIES. OPPORTUNITY TO LEARN WAS THE DEPENDENT VARIABLE IN EACH ANALYSIS IN EACH COUNTRY. RESULTS OF THE STUDY INDICATED THAT BASED ON SCHOOL PERFORMANCE, SUCCESSFUL STUDENTS IN ALL COUNTRIES EXCEPT JAPAN HAD BEEN GIVEN GREATER OPPORTUNITY TO LEARN. IN JAPAN, ALL STUDENTS WERE GIVEN EQUAL OPPORTUNITY TO LEARN. MOREOVER, DISADVANTAGED STUDENTS ARE NOT GIVEN THE SAME OPPORTUNITY TO LEARN AS ARE ADVANTAGED STUDENTS IN FOUR OF THE COUNTRIES, JAPAN AND SWEDEN BEING THE EXCEPTIONS. THE WAY HOME BACKGROUND AND SUCCESS IN SCHOOL WERE MEASURED, PARTICULARLY SINCE SUCCESS WAS CONFINED TO MATHEMATICAL ACHIEVEMENT AND INTEREST, WERE LIMITATIONS OF THE STUDY. THE CONCLUSIONS INDICATE A NEED FOR FURTHER RESEARCH WHICH MEASURES OPPORTUNITY TO LEARN AS A PROCESS VARIABLE. THIS STUDY WAS REPORTED AT THE ANNUAL MEETING OF THE AMERICAN EDUCATIONAL RESEARCH ASSOCIATION (CHICAGO, FEBRUARY 8, 1968). (CG)