Although prejudice exists during childhood, it is unclear how attitudes toward peers of lower or higher academic ability and from one's own or a different racial group interact. This study qualifies previous research by showing that prejudice varies according to whether children are asked to evaluate peers based on academic ability, racial membership, or both, and whether evaluations are based on cognitive, behavioural, or affective components of attitudes. Younger children, particularly girls, had greater negative biases toward lower-ability and different-race target children. Gender differences were specific to attitude component, age, and target child characteristics. Consistency in prejudice was found within components, but components were differentially correlated across target children. Results are discussed from a theoretical and applied perspective. (Contains 1 figure, 2 tables and 1 note.)