Theoretical models of social competence suggest that a necessary component of performing socially skillful behavior is the ability to accurately self-monitor the impact of one's behavior and to use this feedback to make adjustments in behavior. These models suggest that less socially competent adolescents may not accurately evaluate the impact of their behavior. This study was conducted to examine the degree of concordance between self- and peer-evaluations of specific social behaviors for liked and disliked ninth graders (N=110; 76 females, 34 males) from two junior high schools. Students completed self- and peer-evaluations of 40 behaviors and a sociometric questionnaire on which students nominated three most liked and least liked peers. The results of data analysis provided some support for the hypothesis that less socially competent adolescents are less accurate in their self-perceptions than are more socially competent adolescents. There was a significant amount of variability among the concordance rates for specific behaviors, perhaps suggesting differences in the saliency of certain social behaviors. Gender differences in the rank order of item agreements were found, suggesting that specific behaviors are differentially more or less salient for each sex. Overall, there was better agreement between self- and peer-reports for females than for males. (NB)