This paper investigates the concept of adjustment to school for a group of primary one (first grade) pupils in Singapore. Pupils rated by their teachers as being well adjusted obtained significantly higher grades at the end of the school year, did not require additional learning support, and exhibited better social skills compared to children judged to be poorly adjusted. Of interest are factors that contribute to successful adjustment in the first year of school in an examination-oriented educational system: children's primary home language, pre-requisite entry skills from preschool, and the father's occupation. Implications for early childhood educators and parents are discussed. (Contains 10 tables and 2 footnotes.)