The purpose of this study was to determine whether self-concepts of Head Start children differed from self-concepts of nursery school children. A total of 90 children attending Head Start programs and 70 children attending proprietary nursery schools participated in the study. The preschool form of the Children's Self-Social Constructs Test, a measure assessing multidimensional aspects of self-concept, was administered. While multivariate analysis of variance with age, group, and sex as factors revealed no age differences, differences with respect to group were found on seven dimensions of self-concept. In comparison with children attending proprietary nursery schools, Head Start children earned lower scores on self-esteem and social interest; identified less with mother, father, teacher, and friends; and revealed greater preference for teacher. Sex differences were found on two items: boys indicated greater preference for father and greater social interest than did girls. Results are briefly discussed in terms of their significance for children's later adjustment and academic achievement. (Author/RH)