The impact of mobility on academic achievement has been the focus of many studies. The findings are generally consistent and suggest that mobility lowers student achievement, particularly when the students are from low-income, less educated families. For this study, 30 students, classified as either mobile or stable, were randomly selected from a population of 110 sixth graders at a public school on the southwest side of Chicago (Illinois), a predominantly low and low-middle socioeconomic community. Reading and math scores from the annually administered Iowa Tests of Basic Skills were compared for the two groups. Results showed that students who remained at the school from first grade through sixth grade did not obtain significantly higher reading and math achievement scores than sixth grade students who had transferred one or more times since first grade. Analysis did show slight gains for students who had attended the school 5-6 or 3-4 years versus 1-2 years. These results contradicted those expected after a review of the literature. Continued study with a larger sample is necessary, and stratified sampling is recommended to control for extraneous variables. Recommendations to assist transfer students and their teachers include: (1) allowing students who move to continue to attend their original school, if reasonable; (2) implementing orientation programs for transfer students; and (3) maintaining portfolios of classwork that transferring students can take with them to a new school. (Contains 15 references.) (SD)