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This study explored the relationship between visual aptitude and achievement in mathematics and reading. Eleventh-grade students were given the Successive Perception I Test, a measure of visual aptitude, and two achievement measures, the Sequential Test of Educational Progress, and the California Achievement Test. Achievement test data were gathered for these same subjects when in grades four and seven. A correlational study of all eleventh-grade data was performed. Students were assigned to three groups on the basis of high, medium, or low visual aptitude, and for repeated measures analyses of covariance were performed to determine whether achievement gains were stable over the period from grade four to grade eleven. Results indicated a significant correlation between visual aptitude and achievement in reading and mathematics. Analyses of covariance showed no significant differences for the two periods, four through seven and seven through twelve. (Author/SD)