Current tools for assessing children's social behavior in school psychology research and practice typically do not adequately measure issues most salient for young girls (e.g., experiences of relational victimization). The relation among teacher, peer, and self-reports of relational and physical peer victimization was examined for 119 fourth grade boys (n = 58) and girls (n = 61) as part of a larger, longitudinal study. Girls were more likely to be victims of relationally aggressive acts, whereas boys were more often targets of physical victimization. Teacher reports added unique information in the prediction of social-emotional adjustment (acceptance, rejection, internalizing, and externalizing) beyond that accounted for by peer and self-reports. Teacher reports of relational victimization differentially contributed to the prediction of adjustment beyond that accounted for by physical victimization for boys and girls. The need for further research and implications of these findings is discussed. (Contains 2 tables and 3 footnotes.)