Using the Q-sort technique, a study of eight child analysis students in supervision on adult analytic cases was compared to eight matched non-child analysis students in a similar situation. Results from this and preliminary statistical and pilot studies of supervisory reports indicate that child analysis students are more expressive, active, and interactive than other students. They are not as conforming, but impress their supervisors as being bright and capable. They identify with the mother role, are helpful and patient, but tend to manage patients, and are not particularly tolerant of dependency or demandingness. They see oral material better than phallic material and are generally very sensitive to transference manifestations. They tend to have trouble seeing countertransference aspects of their errors. The group of other analytic students showed more variation. The implications of these findings for the tensions sometimes developing between them and their non-child analytic colleagues is discussed.