The relationship of perceived and actual sociometric status to outcome variables in academic, behavioral, psychological, and physical health adjustment domains among elementary school children was examined. Participants were 180 first, third, and fifth grade public school children, their parents, and teachers. Sociometric status was assessed with a sociometric rating questionnaire. Children also completed measures of depression, anxiety, and perceived competence and estimated the sociometric rating score they received from their classmates. Parents completed a questionnaire concerning observations of their children's behavior; teachers assessed cognitive competence and academic rank in class; and school records provided the remainder of the data. Findings indicated that (1) the relationship between sociometric status and adjustment appears to be evident immediately in children across all four adjustment domains; (2) of the four adjustment domains studied, sociometric status appears to be most highly related to academic adjustment; (3) the relationship between sociometric status and adjustment appears to be strongest for first graders; and (4) it is not necessary for children to perceive their sociometric status accurately for negative outcomes to occur. (RH)