Four research papers on temperament and school learning and two commentaries are presented. "Early Temperament and Later Educational Outcomes," by Jacqueline V. Lerner, Stella Chess, and Kathleen Lenerz, discusses temperament characteristics and academic attainment. One hundred thirty-three middle class subjects were studied from early infancy through adulthood, as part of the New York Longitudinal Study. Luis M. Laosa's paper, "Temperament, Performance, and Culture: Dimensions of Early Behavioral Style in Chicano Families," reports on a study of 100 Chicano children. Mothers rated temperament when their children were 2 1/2, 3, 3 1/2, and 4 years old. Mood/manageability and rhymicity/responsivity were the resulting components. Michael Pullis's research, described in "Temperament and Behavior Disorders: Teachers' Perceptions of Student Control," asked elementary and secondary teachers to rate 224 emotionally disturbed students' temperament and self-control. Results suggested that teachers' perceptions of students' self-control and socioeconomic status influenced their teaching styles. "An Analysis of Individual Differences in Student Temperament Characteristics and the Implications for Classroom Processes and Outcomes," by Lizanne DeStefano, Margaret C. Wang, and Edmund W. Gordon describes the instructional implications of student personality characteristics. Subjects ranged from age 4 to 9. Comments on the implications of all four papers are contained in discussant papers presented by Samuel Messick and Edmund W. Gordon. (GDC)