A form discrimination and a form copying test developed using constructs from basic research in form perception were administered to first-, second-, and third-grade children. Relationships between performance on these tests and achievement scores were investigated both concurrently and over a 2-year follow-up period. These analyses demonstrated the relevance of visual-perceptual factors to academic achievement at all grade levels. Additionally, the pattern of relationships obtained substantiated the existence of age trends in the relationship between perceptual processing factors and academic achievement as has been hypothesized in the child neuropsychology literature.