The study compared performance of very low birthweight (VLBW) children at 5 years of age who were enrolled in regular preschool and kindergarten classes with matched classmate controls on cognitive measures and teacher rated classroom behavior. Outcome measures included the Slosson Intelligence Test, Developmental Test of Visual Motor Integration, and the Woodcock Johnson Psychoeducational Battery Preschool Scale. The 51-item Classroom Behavior Questionnaire was also used, with subscales of speech and language, classroom task behavior, personal social behavior, and school performance. Results indicated no significant differences between groups on the Slosson; however, there were significant differences on the Developmental Test of Visual Motor Integration and the spatial relations and quantitative concepts subscales of the Woodcock Johnson. Cluster analysis on the Classroom Behavior Questionnaire specified behavior problems areas and teachers showed a significant difference in rating VLBW Ss and controls on task orientation, school performance, verbal expression, and passivity. Findings suggest the utility of the combination of teacher ratings and standardized measures to identify preterm children most at risk for learning problems. (CL)