The adaptation process of transferred children(New-TC)in grades three to six in new schools was investigated four times in the three-month period following their transference by means of questionnaires which covered physical, interpersonal and socio-cultural environments of the school.Subjects were 40 New-TC, 65 children transferred the previous year(Ex-TC)and 120 children who had been in the schools before Ex-TC(Host-C).The main findings were as follows:(1)New-TC had lower score than Ex-TC and Host-TC in interpersonal transaction with classmates and teachers during their first two periods, (2)New-TC with lower social difficulty, such as feeling of anxiety or difficulty in social situations, showed a tendency for higher score in interpersonal transaction with classmates and teachers, (3)New-TC had lower score than Ex-TC and Host-C in cognition of school facilities and equipments (physical environment) during their first three periods, (4)No difference was found in three groups concerning reception of class (interpersonal environment) and interest of learning(socio-cultural environment). These results were discussed from a microgenetic developmental view-point.