A study examined (1) whether there is a significant difference between the inclusion needs of delinquent high school girls, high-achieving nondelinquent high school girls, and nondelinquent high school girls; (2) whether there is a difference between perceived inclusion by peers and teachers in these groups of females; and (3) whether there is a relationship between inclusion by peers or by teachers in early school settings and later delinquency. Subjects completed surveys measuring expressed and wanted aspects of inclusion, control, and affection. Results indicated that there were no significant differences in the inclusion needs of the three groups of females. Delinquent high school girls reported significantly less satisfaction with perceived inclusion by peers and by teachers than the nondelinquent high school girls. There awas no significant difference in the perceived inclusion by peers between the delinquent high school girls and the high achieving high school girls. If delinquent girls experience less satisfaction with perceived inclusion from peers and teacher, then something could be done in the schools to modify this situation. (SRT)