This paper reports three studies designed to determine if significant increases could be made in the prediction of elementary school pupils' academic achievement by adding personality measures to intellectual measures after mental age and intelligent quotient leveling. A fourth study examined the utility of leveling pupils on socioeconomic factors. The personality variables were Locus of Control (LC), Evaluative Style (ES), and Incentive Orientation (IO). The subjects consisted of pupils from grades three to six in nine elementary schools. In Study I leveling procedures revealed practically significant correlations between achievement and both LC and IO for pupils of below average and very high intelligence, respectively, but Study II, conducted in different schools, failed to repeat these relationships. Study III indicated that different schools were not a reliable determinant of the relationship between personality and achievement. Study IV suggested that socioeconomic leveling effects the relationship between these two variables. The second part of the investigation evaluated the effects of LC and ES upon incidential and intentional learning. It was found that internal LC children responded with greater effort during learning than external LC pupils but that ES was an inconsequential correlate of learning. (Author/RSM)