PROBLEM 1. This study was pesigned to ascertain the Differences in Educational opportuniy between urban and rural students. 2. Regional school gap factors were analyzed documentally and discussed in terms of Lewin's behavior formula, B=f (P.E.) METHOD 3. The variables of regional gap were analyzed as follows: GNP, annual income, deposit and loan, saving, ted burden, financial independence, leisure population, Engel's coefficient, dependent family, factory maldistribution, industrialization. 4. Independent variables contributing to the school differences between urban and rural aress were the following: Entrace into higher school, educational expenditure, IQ, creativity, Value system, self-concept, achievement, number of classrooms, library facilities, one subject teaching ratio, parent's educational level, occupation, social status, PTA participation, etc. 5. Creativity test scores were collected from 503 5th grade boys and girls in Chung Nam and 92 girls in Seoul. RESULT 6. Great differences were found in educational facilities, and quantity and quality of teachers between urban and rural communities. Rural Children were assumed to be greatly deprived of cultural opportunities. 7. Rural students made lower scores in the creativity test than urban students. Girls made higher score than boys in personality factor. Seoul girls were the lowest in organization factor. 8. Intelligence test scores were higher for students from large and small cities, a difference of approximately 20 IQ points on an average. 9. Achievencent test scores at primary level in Korean language, arithmetic, natural science, and social studies show great differences between urban and rural children. The fifferences in scores range from 7 months grade norm to 2 years 4 months grade norm. DISCUSSION 10. It was suggested that creativity is a more sensitive predictor for the incidental concept-formation task and Intelligence for intentional concept-formation task. 11. Teachers enumerated may problems children have: from poverty to lack of confidence in the teachers. They wanted to have more concrete and clearcut educational objectives in teaching and guidance. 12. The city bred boys have higher need achievement scores than the country boys (cr〓3.83, P＜.001). The boys from middle class families have higher need achievement sceres than the boys from upper and lower clase (cr-37, P＜.001 and cr〓2.34, P＜. 05) 13. Self concept scores were the lowest in rural protestant students, Value system differences between home home and school were in conflict. 14. There remain further problems about the intellectual differences between urban and rural areas-whether such differences come from basic intelligence differences of motivations, or urban-deviated test problems or testing time limits, or other factors. 15. Moot of all, authoritarianism, aristocraticism, hierarchicism and bureaucratism of teachers, parents, and administrators must be eliminated.