The goal of this study was to investigate children's descriptions and evaluations of their reasons for leaving others out of a peer group. A total of 84 children (divided into 7-, 11-, and 17-year-old age groups) provided a narrative account of a time they excluded a peer and were subsequently asked to evaluate their reasons for exclusion. With age, children's descriptions and evaluations of their reasons reflected increases in the perceived legitimacy of social-functioning concerns, whereas the youngest participants focused more exclusively on the moral consequences of exclusion. Analyses of children's references to their own and others' perspectives and emotions in their narrative accounts revealed that particular reasons for exclusion were related to distinct psychological construals of experiences. The findings shed light on how children of different ages use their social and moral understandings to make sense of their everyday interactions in peer groups. (Contains 2 tables.)