Research on small group interactions indicates that children tend to adopt ideas shared by peers with higher status. This study explored whether this pattern exists in whole-class discussions. Using observations and surveys, children's status was not found to be a significant factor in students' evaluation of peer ideas during whole-class discussions. However, the teacher's use of repetition as a response strategy was related to children's positive perception of peer ideas. These findings suggest that participating in whole-class discussions under a teacher's guidance may benefit children with lower status, as peers may pay greater attention to their ideas in this setting. (Contains 2 tables.)