Research has shown that children who are socially rejected exhibit classroom behavior problems and are at risk for adjustment dificulties in later life. To examine the relationship between locus of control for social relationships and peer social status, 413 fifth grade students completed positive and negative same-sex peer nominations, a same-sex peer rating, and a 17-item social locus of responsibility scale. Parents and teachers completed behavioral ratings. An analysis of the results showed that socially rejected children were more external in locus of control than either popular or average children. Among boys, external locus of control was positively related to problems on several behavioral dimensions. This relationship was not found among girls. These findings suggest that interventions should focus on the modification of external attributions of helplessness to facilitate the active use of problem-solving skills. (Author/BL)