Reactive scales dominate the self-concept field. Using these instruments leaves two questions unanswered. First, if left to his/her own devices would the individual even think of him/herself in terms of that dimension? Second, what are the dimensions in terms of which individuals do think of themselves? With these two questions in mind, 536 kindergarten through 12th-graders were asked the single question: "Tell me about yourself?" All statements in every student's protocol were analyzed on the basis of self-concept content, self-esteem judgments, and whether the mentions appeared early or late in the protocol. When the entire protocol was considered, trends emerged which are consistent with previous research on self-concept development. One of the numerous findings was support for an ontogenetic shift in self-concept characterized as: "I am what I own" to "I am what I do" to "I am what I am." All the findings were discussed by indicating ways for curriculum planners to respond to the data. (Author/PN)