This study examined the peer nominations of 213 children in Kindergarten (90), 3rd grade (58), and 5th grade (65) to examine their perceptions of peers who received pull-out services for unique needs. Using Coie, Dodge, and Coppotelli's [1982. "Dimensions and Types of Social Status: A Cross-age Perspective." "Developmental Psychology" 18 (4): 557-570] protocol for assessing sociometric status in children, the results revealed that peer perceptions of "most liked" (ML) and "least liked" (LL) in the classroom were associated with pull-out status, with those students who did not receive pull-out services receiving more nominations as ML than their peers who did leave the classroom for pull-out services. Social impact scores for children who received pull-out services were not significantly different from those of children who did not receive pull-out services, but significant differences were revealed for social preference scores. Implications and avenues for future research are discussed.