Purpose: We investigated achievements in each subject of many pupils and noticed the following two cases ; the balancedachiever, whose achievements are well belanced in each subject, and the unbalancedachiever, whose achievements are excellent in special subjects but are on average or blow average in other subjects. In this study, the indications and causes of those pupils are analyzed and investigated from the view points of their inte1ligence, achievements, learning habits, home environment, basic needs, and interests. Method: The subjects for this investigation were 385 pupils of junior high school. After the guidance of learning based on a certain teaching plan, the achievement tests were given to them. Pupils, whose achievement standard scores of 9 subjects were within±5 from the mean values, were classified as the balancedachievers (group B). The unbalancedachiever (group U) were devided into 4 groups : the literary-achiever group (group L), being excellent at Japanese, Social studies and English ; the science-achiever group (group S) being excellent at mathematics and science; the technique-achiever group (group T), being excellent at music, art, health and physical education, and technique and home-making; and the literary and science-achiever grop (group LS), excellent Japanese, social study, English, mathematics, and science. First, the standard-achievement tests of 9 subjects were given to pupils. Then, according to a certain experimental process, foundation tests and pretests prepared by teachers were given. And the guidance of learning was given for 8 weeks. Final tests and retention tests were given, and pupils were classified into each experimental group by the retention tests. Result: The result can be summarized as follows: 1) 13 pupils in 385 belonged to group B. In group U, 12 belonged to group L, 12 belonged to group S, 4 belonged to group T, and 11 belonged to group LS: the total number of group U were 39. 2) Speaking of intelligence standard score, it was rather low in group B. Intelligence ranks were average and no difference could be found in group L, S, T and LS. 3) Comparing the average of retention tests of 9 subjects in each group, the achievement was low in group B. Achievement standard scores were from 48 to 58 in groups L, S and T. They were rather high in group LS. About accomplishment score, it was negative, and achievement was lower than intelligence in group L. In group LS, it was positive and their intelligence was rather higher than their achievement. 4) Comparing the averages of retention tests classified by each order in each group, results are as follows: In group B, it was comparatively low in each subject. In group L, achievement was high in literary subjects, but it was especially low in science subjects. In group S, achievement was high in science subjects and not low in other subjects. In group T, it was generally low in every subjects except technique subjects, especially low in literary subjects. In group LS, it was high in all subjects except technique subjects and the achievement standard score was over 60. 5) Collecting the tendencies of pupils' learning habits, home environments, basic needs and interests, etc. in this group, the results are as follows; (a) In group B, it is noticiable that learning habits and home evironments were bad. The will to achieve in study was low. About interests for school subjects, it was not definite but little for science subjects. (b) In group L, learning habits were generally bad. Especially, learning plans and their utilizations, study skills and learning environments were bad. Home environments were generally bad, especially, equipments for children were deficient. Their interests in literary subjects were high and the achievement motives were high too. (c) In group S, they generally had good home environment. Especially, the economic level of living was high and they lived in comfort materially. Their mental health was good. But study skill