This study explored relationships between children's multidimensional self-concepts and teachers' beliefs about developmentally appropriate practices (DAP). Twenty-three boys and 28 girls were given the Self Description Questionnaire-I (SDQ-I) twice to measure multidimensional self-concept; their teachers were given the Primary Teacher Questionnaire to measure beliefs about traditional versus developmentally appropriate practices. Multiple regression analyses to predict the children's later self-concept score from the earlier SDQ-I scores and teacher beliefs showed that traditional practices predicted general school self-concept for boys, but that DAP was not a predictor of any dimension of self-concept. Correlational analyses showed that for boys, DAP and traditional practices both were positively related to several of the academic self-concept scales of the SDQ-I, but for girls DAP was inversely related to physical ability self-concept. Findings pose contradictions to the literature on DAP and child outcomes. (Contains 67 references.) (Author/EV)