This study examined the relationship between intelligence as defined by a verbal and nonverbal combined score, obtained on the Otis-Lennon School Ability Test and final grades received in the following six academic subjects: reading, math, spelling, science, English and social studies. The sample for this study consisted of 159 elementary students in grades 3-5. The elementary school from which the sample was taken is located in rural Ohio, and which educates approximately 400 students, predominately white and from varied economic backgrounds. Grades were drawn from students' files and converted to A=4, B=3, C=2, D=1. Student intelligence quotient, involving a verbal and non-verbal score, was derived from the Otis-Lennon Ability Test administered in the fall of the students' second grade year. The results suggested a positive correspondence of relationship between intelligence and its ability to predict academic achievement. A positive correlation was found between intelligence score and the subject of reading (.49), English (.50), social studies (.44), science (.51) and math (.47). A lesser correlation was found with spelling (.30). No significant differences were noted in correlations between intelligence of genders and any of the academic categories. Contains 14 references. (AA)