Ⅰ. Problems The purpose of this study is to indentify the relationship between school achievement and self-concept in elementary school children. The rational of this study is based upon these theoretical assumptions which are postulated by Arther Combs, Carl Rogers, and William Purkey, and the other related research findings. The research questions drawn from theoretical assumptions and research findings were as follows: (1) Is there any relationship between school achievement and self-concept? (2) Is there any relationship between school achievement and learning motivation? Ⅱ. Hypotheses The following hypotheses were identified for testing in this study. (1) There is a significant and positive correlation between school achievement and self-concept. (2) The correlation between school achievement and self-concept is higher in the higher grades than in the lower grades. (3) The correlation between school achievement and self-concept is higher in boys than in girls. (4) The successful achievers have positive self-concept. (5) The underachievers have negative self-concept. (6) Those children who have positive self-concept is higher in learning motivation than those who have negative self-concept. Ⅲ. Method The following tools and measures used in this study: (1) The Standardized Self-Concept Scale by Won Shik Chung was used to measure the self-concept. (2) The Standardized Learning Habit Scale by Ki Suk Kim was used to measure learning motivation. (3) School achievement scores was obtained by means of teachermade test in all the subject matters. Ⅳ. Results The results are presented as follows: As for Hypothesis Ⅰ, the correlation between school achievement and self-concept is slightly positive as shown in table Ⅰ.