The study subjects were children comprising the total population of first graders in an urban, black ghetto community on the South Side of Chicago (334 males and 361 females). The subjects, who were 1966-67 first grade children were assessed three times in the first grade regarding their social adaptation status (SAS) and psychological wellbeing and again in third grade. They were followed up 10 years later at age 16 or 17. Data were also gathered from the cohort families when the children were in first grade and again at the time of the 10-year followup. SAS is a measure of the success or failure of the performance of a person in a social field. Self-reports of antisocial behavior were used as the delinquency measure. Measures of classroom SAS were obtained from teacher observation. Males reported antisocial behavior more frequently than females; self-reported delinquency in this population was considerably higher in comparison to other populations using self-reported delinquency. First grade teachers' ratings of SAS were related to delinquent behavior for males. Males who were shy in first grade reported less delinquency as teenagers. Both aggressive and shy-aggressive males reported more delinquency. While the same patterns appeared for females, the differences were not statistically significant. For females, first-grade cognitive test performance was related to later delinquency. Family structure in first grade, but not 10 years later, seemed to operate for both males and females to increase or decrease the risk of delinquency. Males who were aggressive in first grade had an increased risk of delinquency 10 years later regardless of family type; however, males who were not aggressive in first grade and who were in a high-risk family type were as likely to be delinquent as the aggressive males. Tabular and graphic data and 35 references are provided.