The relative advantages or disadvantages associated with the practice of grouping school children according to ability level has long been the subject of considerable discussion among educators. The general tendency has been for educators to divide into two camps: Those who expound the various merits of homogeneous grouping, and those who favor and support heterogeneous grouping practices, Less common, but acknowledged, are those educators who favor a combination of the two methods. Research dealing with the relative value of either method has usually been concerned with only one aspect of the problem--that of academic achievement. However, the.efforts of several investigators (Luchins and Luchins, 1948; Mathias, 1959; Tonsor, 1953) have suggested that different grouping practices may have differential effects upon the social adjustment and personality development of the pupil as well. As the total development of the child is of primary importance in the educational process, an investigation of the differential effects inherent in either of these methods of grouping would seem to be of value.