The study was made to determine whether there were differences in pupil achievement and self adjustment between fourth, fifth, and sixth grade pupils in self-contained classrooms and departmentalized classes. Children were pre- and post-tested using The Metropolitan Inte mediate Achievement Test and the Real and Ideal Concept Scales and Manifest Anxiety Scale. Questionnaires were used to ascertain teacher and pupil acceptability of the two organizational plans. Results indicated that in language arts and in social studies skills, the self-contained classroom students (control group) scored higher. Fifth and sixth grade pupils in the control group scored better in mathematics. No significant difference was noted in science. Differences in self concept between the groups were not found to be significant. A significant number of sixth grade pupils were dissatisfied with their self-contained classroom situations. (BC)