The major aim of this study was to investigate the relationship between aspects of a child's behavioral style, specifically his temperament and task orientation, in the preschool age period and his level of academic achievement in elementary school. The relationship between behavior problems in the preschool years and later academic achievement was also studied. Results indicated that (1) the temperamental characteristics on non-adaptability and withdrawal showed the most significant correlations (negative) with academic achievement; (2) children with signs of the difficult child did not appear at risk for academic underachievement; (3) similarly, the characteristics of high activity and distractibility did not show any striking correlations with academic achievement; and (4) qualitative analysis of the behavior problem cases revealed a tendency for the low academic achievers to come from homes in which there was severe intrafamilial stress. Recommendations include that teachers be familiar with the characteristics of the slowly adaptable and withdrawn child and with the approaches desirable to maxamize his learning and school achievement. In addition, teachers should be aware that characteristics which are obviously troublesome in the school setting do not necessarily predict unfavorable academic achievement. (Author/TA)