In an investigation designed to consider the part played by personality factors on children's level of success when studying science through a programmed course, all the children in the second year of a Leicestershire High School (comprehensive) were tested to obtain two scores, an introversion score and an extroversion score. These were compared with the success rate for each child within the science course. Success was rated on both the number of programmes completed and on the results gained on the final test which followed each programme.