The relationship between locus of control, social class, and learning processes were reviewed by analyzing: (1) externality as a function of socioeconomic status, i.e., the lower the status, the greater the degree of externality; (2) the impact of the early home environment on the child's learning and development; (3) classroom and teacher attitudes toward disadvantaged youth; and (4) other factors such as self-reliance, aspiration level, expectancy of success, achievement motivation, intensity of work, affective reaction to reinforcement, performance under skill conditions, and performance on tests. Results suggest a classroom procedure for fostering internality through further examination of cause-effect relationships, aiding children in the formulation of goals in areas of perceived mastery, and providing opportunities for activities requiring internal attribution when success is achieved. (HLM)