AbstractThis study investigated the relationship between teacher referral and pupil self‐referral relative to perceived school adjustment of 417 4th grade pupils. Two major questions were focused upon: (a) To what extent do teachers and pupils agree relative to perceived learning and/or adjustment problems within the classroom? and (b) What are the relationships between teacher referral and pupil self‐referral relative tosexof the child andtype of problemindicated? The results suggest that a significant relationship exists between teacher referral and pupil self‐referral (p<,001). Further, a disproportionate number of males in the sample were referred by their teachers as compared to female students (38% to 12%). However, relative to pupil self‐referral, a much higher percentage of females (33%) “referred themselves.” It is suggested that greater consideration should be given by local school districts to including a pupil self‐referral component within their overall screening mechanism for the identification of children in need of special education services. Further, school personnel should consider the possibility that their screening results may reflect teacher bias relative to “pupil sex stereotyping” in that males may be over‐referred and fam