THE OVERALL OBJECTIVE OF THE STUDY WAS TO DETERMINE THE DIRECTION AND EXTENT OF THE RELATIONSHIP BETWEEN INTRASEX VARIATIONS ALONG THE MASCULINITY-FEMININITY CONTINUUM AND VARIATIONS IN SEVERAL VARIABLES RELATED TO YOUTH IN THE ELEMENTARY SCHOOL INCLUDING--(1) JUDGED BEHAVIOR ACCEPTABILITY, (2) STANDARDIZED TEST ACHIEVEMENT IN THE LANGUAGE ARTS, READING, AND ARITHMETIC, (3) GRADE-POINT AVERAGE, (4) MEASURES OF EIGHT DIFFERENT SCHOOL INTERESTS, AND (5) INTELLIGENCE. THE STUDY DESIGN WAS ESSENTIALLY CORRELATIONAL WITH TWO TYPES OF ANALYSES OF INTRASEX VARIATIONS. IN ADDITION, AN EXAMINATION OF THE DATA WAS MADE FOR EXPECTED INTERSEX DIFFERENCES PREDICTED BY FINDINGS IN THE REVIEW OF THE LITERATURE. THE SAMPLE CONSISTED OF 181 SIXTH-GRADE STUDENTS IN VIRGINIA PUBLIC SCHOOLS WHO WERE TAUGHT BY FEMALE TEACHERS (EXCEPTIONS WERE NOTED). THE RESULTS SHOW NEGATIVE CORRELATIONS BETWEEN MENTAL MASCULINITY IN BOTH SEXES AND SCHOOL-RELATED INTERESTS AND ACHIEVEMENT AREAS, SUGGESTING STRONGLY THE NEED FOR CHANGES IN THE SCHOOLS, PARTICULARLY ELEMENTARY SCHOOLS, WHICH WILL ACCOMMODATE PROGRAMS OF STUDY AND INSTRUCTIONAL PROCEDURES TO INDIVIDUALS AT EACH END OF THE MASCULINITY-FEMININITY CONTINUUM. (CG)