The objectives of study were: (1) To compare the academic achievement of children in standards II, III and IV in relation to the medium of instruction. (2) To compare the adjustment of these children. (3) To compare progressive changes in achievement and adjustment once the years in relation to the medium of instruction. (4) To compare the academic achievement and adjustment of children from the two media of instruction in relation to the variables of gender, parental education, and parental income. 

The hypotheses of study were: (1) There will be no significant difference between the academic achievement of children studying through English and Gujarati medium. (2) There will be no significant difference between the adjustment scores of children studying through English and Gujarati medium. (3) There will be no significant difference in the progress in their examination marks of II, III and IV standards. (4) There will be no significant difference in the rate of changes in the adjustment scores of the children studying in V, III and IV standards. (5) There will be no significant difference between the academic achievement and adjustment of these children from both the groups, sex-wise and standard-wise. (6) There will be no positive correlation between the academic achievement and adjustment and the income of the family of both the groups. (7) There will be a positive correlation between the academic achievement and adjustment and the education status of the parents. 

The sample consisted of 593 children from standards II, III and IV from English and Gujarati medium. Schools in the central suburb of Ghatkopar, Mumbai. Multistage sampling was used for sample selection. 

 Tools used were Adjustment Inventories (three) and Interview schedule developed by the researcher. The reliability of the three inventories by using Split-half Method was found to be 0.674, 0.428, 0.75.

 The statistical techniques used for data analysis were Pearson product moment correlation, t-test and Analysis of Variance (MANOVA). 

The findings of study were: (1) The families of the children from English and Gujarati medium differed significantly in social, educational and economic status. The English medium children were from a better background. (2) There was no significant difference between both the groups in their academic achievement. But English medium students had scored significantly higher in mathematics and Gujarati medium students had scored better in environmental studies. (3) There was no significant difference in the adjustment scores of the two groups.