EDUCATIONAL ENVIRONMENTS, HIGHLY STRUCTURED OR UNSTRUCTURED, WERE DIFFERENTIALLY EFFECTIVE WITH STUDENTS OF VARYING PERSONALITIES. THE REPORT CONSIDERED THE UTILITY AND RELEVANCE OF THE CONCEPTUAL SYSTEMS MODEL BY DESCRIBING A SPECIFIC PROJECT IN WHICH THE MODEL SERVED AS THE BASIS FOR FORMING HOMOGENEOUS CLASSROOM GROUPS. THE PROJECT WAS CONDUCTED WITH A POPULATION OF LOWER CLASS CHILDREN, PRIMARILY NEGRO, SELECTED FROM THE NINTH GRADE. THE CHILDREN WERE DIVIDED INTO THREE GROUPS ON THE BASIS OF PREVIOUS TESTS--ONE GROUP WAS CHARACTERIZED BY A FAILURE TO INCORPORATE THE GENERALIZED STANDARD, THE SECOND, BY THE GENERALIZED STANDARD WHICH DEFINED RIGHT FROM WRONG AND ONE'S CONFORMITY TO THIS STANDARD, AND THE THIRD, BY A "BREAKAWAY" FROM THE STANDARD AND THE DEVELOPMENT OF SELF-SCORED STANDARDS. THE GENERAL AIM OF THE EXPLORATORY STUDY WAS TO OBTAIN SOME INDICATION OF THE EDUCATIONAL RELEVANCE OF THE MODEL BY EXPOSING DIFFERENT STAGE-SIMILAR CLASSROOM GROUPS TO THE SAME ENVIRONMENT. THE 147 STUDENTS WERE ASSESSED ON A BATTERY OF SYSTEM-RELEVANT MEASURES. INTELLIGENCE WAS ALSO USED AS A BASIS FOR CLASSIFICATION. THE DIFFERENT STAGE GROUPS WERE OBSERVED UNDER THE SAME CONDITIONS, EACH SCHEDULED WITH THE SAME ENGLISH, SCIENCE, AND SOCIAL STUDIES TEACHERS. THE THREE TEACHERS WERE TOLD TO TEACH THESE CLASSES IN WHATEVER WAYS SEEMED APPROPRIATE TO THEM. THE TEACHERS GAVE EVALUATIONS OF TEACHING PROCEDURE AND CLASS PERFORMANCE AT THE END OF THE STUDY. RESULTS SHOWED THAT THE FIRST GROUP WAS, AS EXPECTED, POORLY ORGANIZED AND UNINTERESTED IN SCHOOL AND HAD A VERY SHORT ATTENTION SPAN. THE SECOND WAS, AS EXPECTED, CONCERNED WITH PROPRIETY, WITH MAKING A GOOD IMPRESSION AND OBTAINING GOOD GRADES. THE THIRD GROUP WAS, AS PREDICTED, MORE INDEPENDENT, QUESTIONING, AND SELF-DIRECTED. THTHTHIS PAPER WAS READ AT THE AMERICAN EDUCATIONAL RESEARCH ASSOCIATION SYMPOSIUM, CHICAGO, FEBRUARY 20, 1964.