A study examined the relationship between communication apprehension (CA) and student achievement among elementary and middle school students. It was hypothesized that students high in CA would demonstrate lower academic achievement than students moderate in CA who, in turn, would demonstrate lower levels of achievement than students low in CA. Subjects, 1,290 elementary and middle school students in a midwest state, completed the Measure of Elementary Communication Apprehension (MECA). Academic Achievement was determined from scores on the Stanford Early Achievement Test for kindergarten subjects, the Metropolitan Readiness Test for subjects in grade 1, and the Stanford Achievement Test for subjects in grades 2-8. Since students across grade levels completed three different achievement tests, separate statistical tests were conducted. The results provided partial support for the hypothesis. The hypothesis was not supported for students in kindergarten and grade 1. Analyses of mathematics and reading achievement test scores for students in grades 2-8 provided support for the hypothesis. The findings did not support the contention that students high in CA achieve at levels comparable to those of students moderate in CA, but did suggest that students low in CA achieve at levels comparable to students moderate in CA. (HTH)