Sixteen partially seeing children in grades 1 to 8 who were enrolled in a special resource room program were slected for differential diagnosis; their characteristics as a group and as individuals were delineated. Tests administered were the Stanford-Binet Intelligence Scale, Illinois Test of Psycholinguistic Abilities, Wechsler Intelligence Scale for Children (verbal section), Benton Visual Retention Test, Vineland Social Maturity Scale, a sociometric technique, California Test of Personality, and Michigan Picture Test. Each subject's mental age was used in the Horn formulas (1947) to determine reading and arithmetic expectancies; the Stanford Achievement Test in large and regular size type was used to determine actual achievement; and oral reading was measured Gray's Oral Reading Paragraphs tests and four subtests of the Monroe Diagnostic Reading Examination. The following hypotheses regarding the partially seeing were upheld: they are not achieving at a level equal to their abilities (discrepancies at .05 level); their psycholinguistic processes which involve visual and motor abilities are inferior to their auditory and vocal abilities; they are less well accepted in class than normal seeing peers. The data did not support the hypotheses that, compared to the seeing, partially sighted childred have inferior visual memory, are less socially mature, or show poorer personality adjustment. Three case studies are provided. (LE)