A controversy currently exists in the literature regarding the stability of self-esteem across childhood. This ongoing study, initiated in 1987, was designed to respond to the limitations in the existing body of knowledge. It examines the influence of a variety of environmental variables, specifically home and school experiences, as well as gender, intelligence, personality characteristics, and academic achievement on self-esteem, from childhood into adolescence. Stability and change in self-esteem was assessed in 52 children across a 10-year span from age 7 to 17 using self-report, parent-report, and teacher-report measures to achieve a multi-dimensional appraisal of the child. Annual data from 1987 to 1991 showed no significant change in self-reported self-esteem across time in both sexes; no consistent correlation between self-esteem and intelligence quotient; and no significant relationship between level of self-esteem and amount of religious practice in the family. Findings also suggested that children identified with "high" self-esteem experience less fluctuation in self-esteem over time than children identified with a "moderate/low" level of self-esteem. Data collected and analyzed in the future will determine the reliability of these findings and are expected to provide greater depth to those reported here. (Author/LLL)