The purpose of this study was to examine the potential role of peer influences in contributing to the relative underachievement of girls in mathematics. Upper middle class, suburban New Jersey students (n=172 in grades 5, 8, and 11) were asked to express their attitudes toward hypothetical peers displaying strong interests and abilities in mathematics or English. Participants indicated that students fitting the gender stereotype (males good in mathematics and females good in English) would be better liked by same-sex peers than non-stereotypical students. Eighth graders and males consistently favored stereotypical students on several measures. English-oriented students were given more positive ratings than math-oriented students; this distinction increased with grade. The overall results showed that English is considered nearly gender-neutral; but mathematics is a male-stereotyped domain. (Author/MKR)