We examined the effectiveness of the PATHS curriculum in a magnet elementary school serving a distressed urban area. Aspects of social-emotional competence were examined for second graders who had, and had not, received the PATHS intervention. The intervention groups differed, with the control group having lower social-emotional competence than the intervention group. The measures that contributed most to this effect were objective ratings of observed social competence, and self-reports of child depression and social rejection. School personnel reported modest enthusiasm and approval of the PATHS curriculum. The importance of school acceptance, and contexts that may enhance such acceptance, are discussed.