The primary data collected and analyzed in conjunction with this study were measurements of self-concept taken on a select sample of 428 fourth- and sixth-grade migrant children in New Mexico, 90% of whom were Spanish-surname migrants. These self-concept scores were correlated with scores from measures of intelligence and achievement; these findings were contrasted with the findings of 2 other studies using the same instruments and involving similar groups of educationally disadvantaged children from different ethnic backgrounds. Chi-square, "t" test, and Pearson Correlational techniques were employed in the analysis of relevant data. Conclusions of the study suggested a tendency toward a positive correlation of self-concept with other variables measured. In addition, it was found that the New Mexico students, responding to the instruments used, generally had lower self-concept scores, lower mean grade placements, and rated lower on the total I.Q. index than did white students in a Georgia study; but, the New Mexico students generally rated higher on the same instruments than did Negro students participating in a Louisiana study. (EV)