The transportation of pupils to and from our schools has grown by leaps and bounds during the past few years until now it has developed into an educational activity of major importance. The Utah school bus which collided with a freight train in Novemeber 1938 and carried 23 of its passengers to their death was but one of over 86,000 such motor vehicles in operation in the United States during the school year of 1938-1939. Approximately 4,000,000 school children rode these buses daily over school-bus routes that extended in exess of 1,000,000,000 mildes. the annual expense for this transportation was in the neighborhood of sixty-five million dollars. To those of us who are close to the problem, and who see these adolescent people alight from their buses each morning, and board them again in the evening, there comes the questions of th effect of this daily transportation in the lives of the boyds and girls concerned. How does it affect their success in school? Does transportation lessen their efficiency in scholastic attainment? Is there a higher failure rate among transported pupils? Are these students preculted from participation in the extracurricular activities on an even basis with the non-transported students because of bus schedules, or fatigue, or boredom due to the prologned school day? Does the remoteness of the pupil's home from the school react upo his school attendance record, or cause a higher percentage of these transported pupils to discontinue school before graduation? Is there somehting about the transference from the warm rooms of the home and school to a ride on a crowded or cold school bus that lessens resistance to disease, or otherwise affects health in such a way as to keep pupils out of school due to illness? These are the questions with which this study is concerned. They are questions which, to the mide of the writer, are important, and so far as his information goes, they have never been answered by anyone possessing reliable data upon which to base his statements. Yet, authentic data with respect to these points are extremely vital in the administration of our schools. For example, accurate and reliable data in regard to the questions indicated would be valuable in reaching a decision concerning further consolidation of schools. The data should serve as one of the criteria to be considered in dtermining the length of the school day for the transported pupils, and it should throw some light on the problem of speical consideration, or treatment, of transported pupils in our schools. This study consists of a comparison of transported with non-transported pupils. The comparisons are made in 8 field. These are: (1) Number of school subjects taken (2) Number of shcool subjects failed (3) Scholastic attainment (4) School attendance (5) Discontinuance of school (6) Illness during school time (7) Causes of pupil absence from school (8) Participation in extra-curricular activities.