This study attempted to answer the following questions. Do differences in academic achievement, grade level, sex, and race influence peer perceptions of black and white students as satisfiers of needs achievement recognition and succorance? Can interracial peer acceptance be predicted from intelligence, academic achievement, attendance, age, sex, self-concept of academic ability, race, years of peer interaction, and racial composition of the classroom? The sample consisted of 322 seventh and eighth grade students from an integrated Buffalo, New York public school. In June 1972, the Self Concept of Academic Ability Scale and the modified Syracuse Scales for Human Relations were administered to 14 seventh and eight grade classes. The remainder of the information was obtained from school records. The most important finding is that race does not surface as a significant predictor variable for white social or academic acceptance. Grade point average seems to be a major determinant of acceptance, as it received the largest weight for females and was a secondary predictor for white males. Female (particularly white) acceptance was the most predictable from variables used in this study. (Author/JM)