Adjustment and its relationship with the Academic level of ambition and social responsibility for the unmarried and married female students in the secondary schools of Gaza for both (major & social status) and discussing the impact of The interaction between Scholastic Adjustment and the major (Literary / Scientific Stream) on both tests of academic ambition and social responsibility for the unmarried and married female students in the secondary schools of the Gaza ;So this study aimed to answer the following queries: 1- Is there any statistically segnificant relationship between the Scholastic Adjustment and Academic level of ambition and social responsibility for the female students in the secondary schools of the Gaza? 2- Are there any statistically segnificant between the female students of sciences & Arts in the Dimensions of compatibility and total degree of consensus? 3- Are there any statistically segnificant differences between the married female students (Literary / Scientific Stream) in the Dimensions of compatibility and total degree of consensus? 4- Is there any statistically segnificant difference in the arrangement of the dimensions of the Scholastic Adjustment regarding its importance for the students (Literary / Scientific Stream) ? 5- Are there any statistically segnificant between the (married unmarried) students in the dimensions of the Scholastic Adjustment and the total degree of adjustment? 6- Is there any statistically segnificant differences in the arrangement of the Scholastic Adjustment's dimensions regarding its Between importance (married - unmarried) students. 7- Is there any segnificant statistical impact shows the interaction between the Scholastic Adjustment and the social status of the female student (married or unmarried) on the academic ambition's test for the female students at secondary level in Gaza? 8- Is there an impact that is statistically refers to the interaction between the Scholastic Adjustment and the major on academic ambition test for the female students at secondary level in Gaza? 9- Is there any statistically impact refers to the interaction between the Scholastic Adjustment and social status for the student (married unmarried) on Social Responsibility Test for the female students at secondary level in the Gaza?