Students' descriptions of characteristics of high and low achievers and their treatment by peers and teachers were examined through semi-structured interviews with 133 fourth-graders. Coded interviews were anlayzed for differences in descriptions of the characteristics and peer and teacher treatment of high and low achievers; and whether these descriptions differed for students in classrooms which vary in the amount of differential teacher treatment perceived to be given to high and low achievers. Students described high achievers as having more positive academic task behaviors and a more positive attitude towards themselves and school than do low achievers. Differences in how teachers treat high and low achievers were described mainly in the areas of evaluation and feedback, help, and learning opportunities. High achievers were portrayed as receiving more positive evaluations, more rewards and privileges, and less criticism and punishment than low achievers. High achievers also received more learning opportunities, but less pressure to achieve and less help. (Author/BW)