The Study of Social and Emotional Skills (SSES) is an international effort led by the Organization for Economic Co-operation and Development (OECD) with the Houston Independent School District (HISD) serving as the only U.S. site. Over 6,000 10- and 15-year-old students from 119 HISD campuses were selected to participate in SSES in the fall of 2019. In addition, their selected teachers were surveyed to complement student ratings and provide more information on how students were perceived. This brief examines to what extent teacher ratings of students' SE skills agree with or differ from student self-ratings. Social and emotional (SE) skills refer to the process by which children acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions (OECD 2015). Examining commonalities and differences between students' self-ratings and teachers' ratings of students' SE skills could provide opportunities for teacher professional development and school curricular support around SE skill development. This study found that about half of teachers' ratings matched with students' self-ratings. Compared to other SE skills, the lowest level of student-teacher rating agreement was identified in Trust and Stress Resistance, whereas the highest level of agreement was found in Cooperation. After accounting for a variety of student, teacher and school characteristics, age cohort and course grades were the factors that more consistently help explain agreement in student-teacher rating. [For the fourth brief in this series, see ED626838.]