The authors examined whether gender differences in language achievement were related not only to gender differences in attitudes toward schooling but also to the attitudes toward schooling of peers (i.e., peers in classes and in schools). The authors used multilevel analysis on data compiled from a longitudinal research project in secondary education. The primary results revealed that all boys who had negative school-related attitudes were underachievers in language. Furthermore, boys were more influenced by the attitudes of their peers in classes than were girls. The attitudes of peers in schools did not affect the gender gap in language achievement. (Contains 3 tables, 1 figure and 3 notes.)