Kindergarten children were administered a self-report self-concept test in order to investigate the relationship between self-concept and academic achievement. Their teachers' ability to predict what the children reported about their own self-concepts was also explored. Subjects were participants in the Cooperative Demonstration Kindergarten administered by a local school district and a university college of education. Classroom teachers administered the Stanford Early School Achievement Test II (SESAT II). Two weeks later, the researchers administered the Martinek-Zaichkowsky Self-Concept Scale for Children. Results of a correlation analysis indicated that self-concept scores were significant predictors of academic success. Teachers were able to accurately predict 40.5 percent of the self concept scores. They underestimated 52.1 percent and overestimated 7.4 percent. There was not a significant difference between predicted and actual self-concept scores; however, the teachers' underestimation was interesting as indicative of the conservative way in which they rated the children. (GDC)