Vocabulary and aptitude test scores were compared with length of education for adult examinees of the Johnson O'Connor Research Foundation. The length of education seemed to be an important determinant of economic success. The sample population averaged four years of college, which is a higher mean than the general population. Test scores accounted for twenty four percent of the variance in length of education, with most of the relationship due to the effect of vocabulary. The increase in median vocabulary percentiles is greater in the college years, than between college graduates and M. A.'s. This indicated college attendance had the greatest impact on vocabulary development. There was an influence of vocabulary on education and education on vocabulary. Personality tests were used to identify subjects as objective or subjective. Objective people tended to be generalists, while subjective people tended to be specialists. Personality had a small, but negative, correlation with educational level. There was a slight tendency for people scoring toward the subjective end of the scale to have more education than those toward the objective end of the scale. The relationship of individual tests to length of education was examined in detail. (Author/DWH)