Data used for this study were provided by classroom teachers concerning second grade students in an urban school system composed primarily of minority and economically disadvantaged children. Measures of children's internal and external feedback propensities were developed. The propensities' relationship to other variables of interest was investigated. Academic achievement and locus of control were selected as variables. The data obtained were factor analyzed using the principal-factor solution and varimax rotation. The study indicated students generated internal feedback and wanted external feedback from teachers and peers. Teachers' reports of student feedback propensities may have been influenced by their knowledge of the student's academic achievement. A self-report measure could eliminate this problem. The relationship between feedback scales and academic achievement is in need of further study. There might be a potential for creating learning and feedback experiences congruent with a student's feedback style. (DWH)