I. 1.THAT PERSONALITY FACTORS ARE RELATED TO THE PERFORMANCE OF STUDENTS IN THEIR FINAL THEORETICAL AND PRACTICAL EXAMINATIONS: Of the twenty-three established personality measures used ten are significantly related, beyond the 5% level, with measures of student performance, six of them occurring in association with two criteria and the most important, which appears to be superego strength, featuring four times. The hypothesis is therefore supported. 2. THAT EMOTIONAL MATURITY IS AN IMPORTANT FACTOR IN THE MORE SUCCESSFUL PERFORMANCES OF STUDENTS: Emotional maturity as measured by the Pitts E.M. Scale is closely related to academic performance of students as measured by English and Education results in the first two years. No such relationship was found for Practical Teaching or for 3rd year Education results. 3. THAT INDIVIDUALS DISPLAY NG MARKED INTROVERT TRAITS PERFORM BEST IN THEORETICAL EXAMINATIONS. Although the most highly introverted students do not appear to be significantly superior to the most extraverted group in theoretical examinations there is a general tendency for introversion to be associated with successful performance in such examinations. The hypothesis is accordingly generally supported. 4. THAT THOSE WITH STRONG EXTROVERT TENDENCIES SUCCEED BEST IN PRACTICAL TEACHING SITUATIONS. Although the evidence appears to tend to link introversion rather than extroversion with success in practical teaching, at the same time there is a discernible trend from the Social Structure Questionnaire which suggests that this and the former hypothesis are well founded, but the correlations with teaching performance do not reach significance level. The hypothesis, therefore, remains unproven. 5. THAT A MODERATE DEGREE OF NEUROTICISM SERVES AS A S UR TO EFFORT AND THUS PROVIDES GOOD PERFORMANCE IN THEORY AND PRACTICE: No evidence was obtained to support or disprove the hypothesis. 6. THAT A HIGH NEUROTICISM SCORE INTERFERES WITH EFFECTIVE ACTION AND THIS PRODUCES A GREATER EFFECT IN PRACTICAL THAN IN THEORETICAL EXAMINATIONS. The hypothesis is not supported. II. 1. THAT STUDENTS' OWN ESTIMATES OF THEIR FINAL PERFORMANCES ARE SUBSTANTIALLY CORRECT. Students are able to some limited extent to estimate their academic performances in theory and practice during the first two years in college and these estimates agree well with their final performances. But the students are more successful in estimating their performance in 'theory' then in 'practice' when the criterion is third year performance. The hypothesis, therefore, is partially supported. The second part of this hypothesis relating to high introvert low neurotics was not examined. III. 1. THAT PAST ACADEMIC PERFORMANCE IS SIGNIFICANTLY RELATED TO THEORY GRADES BUT NOT TO PRACTICAL TEACHING GRADES. Past academic performance is a good predictor both of college theory and practical grades, particularly where 'A' level results are concerned. 2. THAT INTERVIEW GRADE S AT ENTRY ARE SUCCESSFUL PREDICTORS OF PERFORMANCE. The Interview predicts the second year and third year teaching practice results but does not succeed in predicting the first year practical results, or the first and second year theory results: it does, however, predict the third year theory result in Education and as such appears to be effective. Other predictors correlate more highly with the final criteria. Therefore, the hypothesis relating to the Interview is supported. IV. THAT CERTAIN EXPERIMENTAL QUESTIONNAIRES SELF RATING SCALES AND ESTIMATES BY STUDENTS OF THE DEGREE OF DIFFICULTY FOUND IN THE COURSE MAY BE RELATED TO COLLEGE THEORY AND PRACTICE RESULTS. M.T.A.I. scores are highly related to performance in English (the 'pro scores' being more closely associated than the Final scores). But, in agreement with the findings of the majority of researchers in this country the scores do not accord with performances in education or practical teaching. The assessments of one's own and others' difficulties are significantly related to final teaching success and Education theory: both estimates are linked with success in English. Apart from in the initial estimate of difficulties, which shows that those with the lowest self rated difficulties ultimately perform best, the tendency is for those who have high levels of difficulties to perform best. The discrepancy between the estimates of one's own and others' difficulties tends to be highly related to success in Education theory and Practical teaching, i.e. when a higher level of difficulty is ascribed to others than to oneself. The highest relationship obtained in this area was between the Judgement Discrepancy and Year I Teaching indicating a higher level of aspiration than of performance: this same measure was highly related to the Teaching results of years 2 and 3. On balance, therefore, from the results obtained from the other predictor measures the hypothesis is supported.