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Publication of more than a hundred how-to-study manuals since 1926 attests to the strong interest of educators in the r61e of study habits and attitudes in determining academic success. However, the prolixity of rules found in these pamphlets and books has often lacked pertinent scientific support. Laycock and Russell (7), in analyzing thirty-eight how-to-study manuals published between 1926 and 1939, compiled a list of three hundred and thirteen items that were mentioned four or more times in the various manuals. Examination of the individual items revealed that there was direct disagreement in some areas as to the best techniques to use in studying. In an investigation of 1250 school children, Cuff (3) discovered that many of the seventy-five most commonly recommended principles of study were reportedly being followed more exactly by the inferior than by the superior students! Although such results may be due in part to inaccurate reporting by the students of their study habits, the urgent need for sound empirical investigations of the work methods adopted by good and poor students is readily apparent.