This study investigated academic underachievement in hyperactive children. Ninety-four hyperactive boys ages 6 through 11 years with full-scale WISC IQs of at least 85 constituted the experimental group. Hyperactivity was defined as excessive general motor activity, difficulty sustaining attention, and impulsive behavior, all present for at least 1 year. Fifty-four normals matched as closely as possible for IQ, age, sex, and race 3erved as controls. “Predicted” grades“ were computed for each of the children based on a multiple regression analysis using age and IQ. The Wide Range Achievement Test was then administered to all of the children and their actual grade levels compared with the predicted grade levels. The results indicated that a significantly greater percentage of the hyperactive group underachieved in reading, spelling, and arithmetic. In addition, the hyperactive group tended to be behind in more different subjects and to be more grade levels behind than were control subjects.