The emotional competence screening and the social competence screening for parents and teachers were developed in Romania as brief, multiinformant, strength-focused assessment tools to identify children at risk of underdeveloped social-emotional competencies. The objective of the current study was to gather further reliability and validity evidence concerning the teacher and parent versions of the screeners. Findings provided evidence of high internal consistency, test--retest reliability (3-month interval), and moderate levels of cross-informant reliability. Principal axis factoring was employed for testing latent dimensions associated with the theoretical models underlying the scales' development. Construct validity was also established using measures of children's social-emotional competencies and internalizing/externalizing problems and yielded moderate-to-strong correlations across all forms of the screeners. Diagnostic accuracy was assessed relative to the clinical range scores from the internalizing/externalizing problem scales from Achenbach System of Empirically Based Assessment and yielded acceptable specificity and sensitivity indices. Receiver operating characteristic analyses and area under the curve values indicate that these measures have moderate-to-strong utility (AUCs [greater than or equal to] 0.78) in detecting children at risk of internalizing and externalizing problems based on ratings of their social-emotional skills. These data support the notion that these instruments might prove potential candidates for school-wide screening practices.