Some research and ideas about learning, which are of interest to elementary school counselors, deal with individual differences and classroom environment. Studies find girls markedly superior to boys in language skills, with boys better in analytic thinking and transfer of learning. However, no sex differences in intellect have been found. There are differences in perceptions of self and the school experience, basically more negative for boys than for girls. Teachers respond differently to boys than to girls by differentiating instruction in segregated classes, and by giving higher grades to girls even on comparable achievement. The climate of the classroom effects the maturation of students. Counselors, therefore, can help teachers (1) use individual differences constructively, both in tests and in the classroom experiences; (2) become better diagnosticians in collecting data on intellectual and nonintellectual factors and in keeping useful records; and (3) deal effectively with children experiencing classroom difficulties. To accomplish their goals, the counselor should be nonevaluative and experimental in attitude. (KP)