This research concerns the changes in children's levels of self-concept over an academic year and whether these changes are related to the self-concept of their teachers. Data were generated from 16 self-contained classrooms in the third, fourth, and fifth grades of a midwestern city. Students' self-concepts were measured by the primary form of the "Self Appraisal Inventory." Teachers' self-concepts were measured by the "Index of Adjustment of Values." The statistical procedures included the related t test and residual gains analysis. A general pattern of attrition of self-concept was evidenced and was significantly related to the self-concepts of teachers. (Author)