Forty-two pairs of experienced and novice teachers predicted the rank order of their pupils' scores on the reading and mathematics portions of the Iowa Test of Basic Skills (ITBS). The pool of novice teachers were first semester students in the Arizona State University Professional Teacher Preparation Program (PTPP). The experienced teachers in this study were the placement teachers with whom the first semester PTPP students were placed. The correlation between perceived score and actual score on the ITBS was used as a measure of the accuracy of teachers' judgment of student achievement. The purpose of this study was to determine relationships between the accuracy of teachers' judgments of student achievement and the following variables: (1) years of teaching experience; (2) ethnic composition of classroom; (3) pupil gender; (4) class size; and (5) pupil ability as defined by scores on the ITBS. Correlations between the experienced and novice teachers' judgments were also obtained when both worked in the same classrooms. The experienced teachers were highly accurate in their predictions and significantly more accurate than novices; correlations varied widely within both groups of teachers. The relation between accuracy of predictions and years of teaching experience was negative but not substantial; there were no relationships between accuracy of predictions and classroom ethnicity, gender, and class size. Experienced teachers were more accurate in judging the performance of high scoring students than that of low scoring students, but not significantly so. Implications of these results and recommendations for further research are discussed. (Author/LL)