To engage in productive learning behaviors, students need to have a realistic understanding of their academic skills. The authors examined the perceived competence of students with different patterns of academic achievement. Four groups of 3rd graders were assessed at 2 time points: (a) children with difficulties in mathematics but not in reading (MD-only), (b) children with difficulties in mathematics and reading (MD-RD), (c) children with difficulties in reading but not in mathematics (RD-only), and (d) children with normal achievement (NA). Children rated their competence in mathematics, reading, and general intellect. In mathematics, children in the MD-only group rated their competence lower than did children in the NA group; ratings of children in the MD-RD and NA groups did not differ from each other. In reading, children in the RD-only and MD-RD groups rated their competence lower than did children in the NA group. No achievement-group differences were found for children's ratings of their intellectual ability, although there were significant achievement-group effects on a measure of IQ.