INVESTIGATED HERE WERE THE UNDERLYING DIMENSIONS OF DISCRETE, OVERT PROBLEM BEHAVIORS REPORTED BY TEACHERS, AND THE EXTENT TO WHICH THOSE DIMENSIONS OF PROBLEM BEHAVIOR ARE RELATED TO OTHER INDICES OF ADAPTATION TO SCHOOL AMONG ANGLO, NEGRO, AND MEXICAN-AMERICAN CHILDREN. SELF-REPORT, TEACHER AND PEER NOMINATIONS, AND OBJECTIVE TEST DATA WERE OBTAINED ON 600 ECONOMICALLY AND RACIALLY INTEGRATED CHILDREN AT THE BEGINNING AND END OF THEIR FOURTH- AND FIFTH-GRADE YEARS. IT WAS DEMONSTRATED THAT TEACHERS CAN RELIABLY AND VALIDLY OBSERVE AND REPORT DISCRETE PROBLEM BEHAVIORS OF SCHOOL CHILDREN. ALSO, IT WAS INDICATED THAT A LARGE NUMBER OF SPECIFIC TYPES OF PROBLEM BEHAVIORS CAN BE FACTORIALLY REDUCED TO A FEW UNDERLYING DIMENSIONS. ACTIVE WITHDRAWAL WAS MORE CONSISTENTLY RELATED TO OTHER SCHOOL INDICES THAN ANY OTHER TYPE OF PROBLEM BEHAVIOR. THE HIGHEST RELATIONSHIPS BETWEEN ACTIVE WITHDRAWAL AND THE SCHOOL INDICES WERE FOUND FOR NEGROES, FOLLOWED BY THE SAME RELATIONSHIPS FOR MIDDLE-CLASS WHITE CHILDREN. THIS PAPER WAS PRESENTED AT THE AMERICAN EDUCATION RESEARCH ASSOCIATION MEETING (CHICAGO, FEBRUARY 1968). (PH)