The purpose of this study was to investigate the relationship between the perceived teacher´s instructional attitudes, children´s locus of control, and their adjustments in the elementary school. Two hundred and fifty-six sixth graders from one elementary school in Taipei City were selected as subjects. The Teacher´s Instructional Leadership Description Questionnaire, the Revised Form of Nowichi-Strickland Locus of Control for Children, and the Chinese Revision of California Test of Personality were administered to the subjects in regular classroom settings. The obtained data were statistically treated by analysis of variance, Scheffe method of multiple comparisons, and multiple linear regression technique. The main findings of the study were as follows: 1. The consideration dimension of teacher´s instructional behavior had more effect than its authority dimension on the personal and social adjustments of elementary school children. 2. School children of warm-restrictive and warm-permissive teachers were better than children of hostile-authoritarian and hostile-neglectful teachers in their personal and social adjustments. 3. The personal and social adjustments of internal locus-of-control students were better than those of external locus-of-control students. 4. All measures of teacher´s instructional leadership and student´s locus of control together significantly accounted for 53% to 74% of variances in the personal and social adjustments of elementary school children.