Bright second grade students (mean IQ 120) who were randomly placed in either interage or traditional classes were given sentence completion tests and a uses test in an effort to assess the subjects' attitudes toward school, sense of responsibility, self concept, and creative thinking ability. The California Achievement Test was given in October and again in May. Analysis of the test results indicated that the attitudes of interage children toward school were more favorable than the attitudes of children in a straight grade class (p .05). Students in interage groups appeared more likely to initiate positive learning experiences in the absence of the teacher and were more likely to solicit student help when needed (p .01). There was no significant difference in self concept between interage subjects and the control groups, nor in creative ability as measurement by the uses test. The California Achievement Test results for interage students when in first grade showed no significant academic gain over the control students (p .01), but for second graders the interage group was significantly better only in arithmetic (p .01). Indications were for further research to explore the reason for this discrepancy. (BB)