AbstractThis study compared the Qualitative Scoring System for the modified version of the Bender‐Gestalt Test and the Developmental Scoring System for the Bender‐Gestalt Test in predicting performance on the Metropolitan Achievement Test. The subjects were 409 first through fourth graders from regular classes in a public elementary school. Both scoring systems correlated significantly with school achievement. However, the Qualitative system correlated higher than the Developmental system with all Metropolitan Achievement Test subscores. Tests for differences between correlations indicated that five of these comparisons were statistically signific