This is the second study this author made on the learning adjustment of junior high scool students by Learning Adjustment Inventory. The purposes this research were to analyze the learning adjustment of junior high school's first grade to third grade students, to compare with those of two studies in 1990 and 1992 by this author with the same instrument and to explore the relationship of sex, grade, self-concept, school size, teaching trait, social-econmic status (SES) and parental rearing attitude with learning adjustment. 1,002 students were randomly selected as the subjects. The major findings of this study were as follows: 1. The learning environment of students' response on Learning Adjustment Inventory was highest but the learning method of students' response was lowest. 2. After tow years, there were significant decline on learning method and parental rearing attitude. 3. Girls had significantly less learning adjustment problems than boys. 4. Students in a lower grade level had significantly less learning adjustment problems than those in a higher grade level. 5. Students in a bigger school had significantly less learning adjustment problems than those in a smaller school. 6. Students with a higher SES had significantly less learning adjustment problems than those with a lower SES. 7. The strengths of relationship in sex, grade, school size and SES with learning adjustment reflected low association. 8. Seven predictive variables which made significant contribution to the predictor of learning adjustment were identified and ranked in the order of (a)self-concept, (b) teaching trait, (c) parental rearing attitude, (d) grade, (e) sex, (f) school size, (g) SES. 9. There was a signigicant canonical between the seven predictive variables and the five criterion variables. Four canonical factors were identified.