This study is part of a series of three studies related to the incidence and effects of grade repetition on elementary school children. The focus of this study was to determine whether kindergarten teachers are able to make accurate predictions about their pupils' general academic and reading achievement when they reach Grade 3. In the 1970/71 school year, a rating form was distributed to all participating kindergarten teachers in 14 schools. The teachers were asked to rank order their pupils in terms of achievement and predict future progress for these same pupils on a five point scale. If pupils were seen as likely to repeat a year, teachers were asked to include the reasons for their failure. Follow up occurred in 10 of the schools. Of the original 947 pupils 42.1% were presently in grade 3, and 4.5% in grade 2 in the same school. The Word Knowledge and Math Computation Tests of the Metropolitan Achievement Test (Elementary Form G) and the North York Self Concept Inventory (Revised Form) were used to assess the performance level of these pupils. From the results of the report, which are given in extensive tables, it is concluded that kindergarten teachers can predict the subsequent performance of their pupils on a group basis with, however, a number of exceptions on an individual basis. A review of the literature and a discussion of implications of the study are also included. (MS)