Research on role-model identification has demonstrated the powerful effect that models have on individuals' behavior. To extend prior research on this phenomenon, the role-model identifications of first-, third-, fifth-, and ninth-grade students were outlined and examined. The results did not support the hypothesis that adolescents identify with academic role-models relative to their level of achievement. Subjects in each grade identified most often with their peers, less often with their parents, and least often with their teachers. Early adolescents may be on the verge of expanding their social horizons by establishing identification with teachers, but the data only suggest such a development. Even the youngest subjects had already made a significant move away from their parents and toward their peers, which may be explained by previous research on the relationship between perceived personal similarity and role-model identification. (Author/CS)