The study attempted to determine: (1) whether achievement in the early school years is related to anxiety and curiosity in later school years; and (2) whether anxiety and curiosity in early school years are related to achievement in later school years. The Stafford Achievement Test (SAT), the Children's Manifest Anxiety Scale (CMAS), and the Children's Reactive Curiosity Scale (RCS) were used to pre- and post-test 73 boys and girls in a traditional, structured school, and 74 boys and girls in an innovative, unstructured school. Procedures and statistical analyses of data are included. Results indicate that there is a significant correlation between fourth grade anxiety and sixth grade achievement for boys in the traditional school, and between fourth grade curiosity and sixth grade achievement for girls in the traditional school. No other significant correlations were found. Discussion focuses on possible explanations. (TL)