This study explored the correlates between auditory and visual perceptual skills, and primary grade reading and arithmetic achievement. Three sets of scores–Stanford Achievement Test, a visual perceptual test (VAT), and an auditory perceptual test (AAT) were compared. Partial correlations were calculated for AAT and achievement, controlling on VAT; and for VAT and achievement, controlling on AAT. Results indicated that AAT scores account for significantly more of the variance in the language arts subtest scores than do the VAT; the reverse was true in accounting for the variance in arithmetic scores. It is suggested that learning to read depends heavily upon auditory skills, and that primary arithmetic achievement depends heavily on visual-motor skills. Pedagogical implications of these data are discussed, in terms of choosing optimally effective instructional programs for primary grade children based upon the strengths and deficits of their perceptual skills.