This study characterized the social network roles and peer relationship features of early elementary school-age children from kindergarten to 2nd grade. Children were asked to identify who they liked and did not like to play with and peer groups who played together from their classroom. Consistent with the literature, we found similar patterns for outward friendship nominations and friendship reciprocity by group centrality status. However, the authors found more complex associations between children's gender, grade level, and centrality status on the number of received nominations, rejections, and total number of connections. These results shed light on the multifaceted nature of children's peer relationships at school.