Bordreline Intellectual Functioning Students are not classified into mentally reta rded group, but they tend to have low I.Q., problems associated with low intellig ence and emotional problems. This group occupy 13.59% in the public and their adaption skills are upper range of the mildly mentally retarded persons. But speci al education service is not currently available for them. The purpose of this present study, in this context, was to investigate the acad emic achievement characteristics of Borderline Intellectual Functioning in the early graders of an elementary school. On the basis of results, I attempted to diterrn ine causes of the problems and measure grade level differences in academic achiev ements of elementary students with Bordrline Intellectual Functioning. The results of this study were as follows First, both the Korean Language and Mathematics tests, their grades decreased as the grade increased among BIF Group(F=3.504, p<.05). Second, differences among BIF(I.Q. 70-85) and norrnal intelligence(I.Q 86-115) and high intelligence(I.Q 116-130)groups were significantly large in ACCENT-K T, ACCENT-MT(Wilks λ =.726, F=35.580, p<.05) In conclusion, BIF(I.Q. 70-85), norrnal intelligence(I.Q 86-115) and high intelligence(I.Q 116- 130) are different from each other in terms of grades. It is speculated that the grades of the BIF group is within a norrnal range because the parents of the BIF group trained them during the preschool period for the lessons in the early grades of elementary schools. However, their ACCENT grades declined as the grade increased because the degree of difficulty becomes higher with high gr ades.