The purpose of this study was to investigate the self concepts of a group of high school Negro students in the Muncie Community Schools, Muncie, Indiana, in relation to intelligence, reading achievement, and grade point average. Specifically, the objectives were: (1) to obtain the reading achievement scores, intelligence scores, and grade point averages of a randomly selected group of Negro students in the high schools in Muncie, Indiana, (2) to identify the self-concepts of a group of high school Negro males and the self-concepts of a group of high school Negro females randomly selected from the three high schools in Muncie, Indiana, (3) to measure the relationship of the self-concept of females with their obtained intelligence scores, achievement scores, and grade Point averages, (4) to measure the relationship of the self concept of males with the obtained intelligence scores, achievement scores, and grade point averages, and (5) to measure the relationship of the self-concept of Negro students as a total group with their obtained intelligence scores, achievement scores, and grade point averages. The method of investigation used in this study included the following areas: (1) selection of participants, (2) collection of data, (3) scoring procedures, and (4) methods used in analyzing the data.Of the 278 Negro students in grades ten and eleven in the three high schools, a total sampling consisted of ninety-two (92) students, forty-five (45) males and forty-seven (47) females, or one-third of the total population of grades ten and eleven. The random selection was done during the school year, 1970-71. Two self-concept scales, Maryland Self-Concept as a Learner Scale and Brookover Self-Concept of Ability Scale were administered. Intelligence non-verbal scores, reading achievement scores, and grade point averages, as of January 21, 1971 (semester end) were obtained from the cumulative record card. All data were placed on IBM cards. The method of analysis in the study was multiple linear regression. Based on the findings of the study, the following conclusions were reached:1. The self-concepts of a group of high school Negro students are identifiable through the use of the two self-concept scales.