In order to determine the longitudinal persistence of two major personality dimensions, namely Apathy-Withdrawal versus Interest-Participation (Factor 1) and Anger-Defiance versus Conformity-Compliance (Factor 2), and to test the hypothesis that the social-emotional functioning of the preschool child is predictive of later intellectual-academic performance, 323 children previously tested were retested 12 to 18 months later after entering first grade. Results showed a relationship between Apathy-Withdrawal (Factor1) and poor academic achievement, but indicated no relationship between Anger-Defiance (Factor 2) and academic performance. Analysis also revealed that one type of disturbed social-emotional functioning (Apathy-Withdrawal) is predictive of deficient intellectual functioning. Various hypotheses were discussed involving the influence and relationships of background-demographic variables of age, sex, ethnic background, family size and stability, parental levels of education and occupation, family income, and school environment. (RD)