This study examined the relationship of individual differences in peer sociometric status and teacher ratings of disruptive behavior, and preschool boys' emotion displays during conflicts with mixed-sex peers. Sixty 4- and 5-year-old boys from low-income families were videotaped with a small group of classmates in a Head Start preschool classroom. Emotion displays were coded for anger/distress, general positive affect, gleeful taunting, mild negative affect, and neutral affect. The findings indicated that conflicts were more negative in emotional tone at the end than at the beginning of the school year, and that children mirrored each others' emotion displays during conflicts at the end but not the beginning of the year. In addition, gleeful taunting, a form of emotional aggression, more strongly predicted negative peer and teacher assessment than anger-distress, suggesting that anger/distress may be a more appropriate form of emotional expression during conflicts among preschool-age children. (KB)