The relationships existing between performance in separate subject areas in the Cambridge Advanced Level Examinations (A-Level) and past performance (PP) in Cambridge Ordinary Level, and Caribbean Examinations Council General Level Examinations on the one hand, and teacher estimates (TE) on the other, formed the major focus of this study. TE were, on the whole, better predictors of A-Level performance than PP, and were more reliable for girls than boys in arts subjects, and for boys than girls in the sciences.

The paper examines some of the methods used by a sample of Jamaican sixth form students in carrying out the work and study required for the General Certificate of Education Advanced Level (A-Level) examinations. Students’ opinions of, and their reactions to, their course of study are also explored. The need for school programmes which offer guidance in study skills seems indicated.