The present study examined the scores of 450 Kainaiwa children from Kindergarten to grade 3 on social, behavioral, cognitive and cultural measures. The subjects consisted of children in three different classification groups: Fetal Alcohol Syndrome (FAS), Special Education, and Regular Education. The purpose of the study was to examine group membership to determine whether or not children who were diagnosed as FAS presented unique intellectual, behavioral, social and cultural characteristics from those of their regular and special education peers. These results support the conclusion of previous research that FAS children differ significantly from their special and regular education peers. No statistically significant differences were found on cultural measures. This study provides useful information for future diagnosis and psychoeducational assessment for FAS children in early childhood.