In an empirical study involving 83 fourth graders aged 10–11 years, the relationship between the parameters of the internal position of students, the motivation of learning and the school situation was studied. The questionnaires of teaching motivation (C.D. Spielberger, modification by A. D. Andreeva and A. M. Prichozhan), the student’s internal position (D. V. Lubovsky) and the questionnaire “School situation” (V. K. Zaretsky, A. B. Kholmogorova) were applied. The data indicating the validity of the questionnaire of the internal position in diagnostic work with fourth graders were obtained. There are no significant differences in the indicators of the internal position of the student in girls and boys, there are no significant relationships between the parameters of the internal position and the indicators of the school situation of fourth graders. Further prospects of research are discussed.