In this article, the author discusses her research on children's perspectives of interracial and interethnic friendships in a multiethnic school and highlights children's voices on these intergroup friendships. Schools are important spaces in which social and cultural competencies necessary to the formation of intergroup friendships may be supported (Zirkel, 2008). Schools provide settings in which children learn about themselves and other children, adults, and the society in which they live. Steinitz & Solomon (1989) describe schools as "sites of identity," places where "young people draw conclusions about what sort of people they are, what society has in store for them, and what they can therefore hope for" (p. 135). In this context, teachers, staff, and administrators may act as important models and facilitators for young children as they develop intra and inter-personally. Therefore, in this article, the author also examines how the school supports or mitigates these intergroup friendships. Implications for educators are discussed. (Contains 1 table.)