Tests of intelligence, personality adjustment, and attitudes toward school and examinations were given to vocational evening class students attending a British college of further education. Analysis of results showed that continuation students were significantly more intelligent than those resuming after a lapse of time, and that of the latter group, those attending academic classes were significantly more favorable toward school than similar students in technical classes. Attitudes toward school correlated positively and significantly with all measures but intelligence among continuation students as a group, but only with social adjustment for students as a whole. No differences were found in student scores by sex or by parental employment history; and General Certificate of Education examination performances were not related to attitude or parental employment history. Students from salaried homes were significantly less favorable toward school than those from wage earning homes. Former grammar school students were more intelligent and did better on college examinations than secondary modern school graduates. College examination performance was not related to attitude, adjustment, or intelligence. (author/ly)