This study examines interpersonal competence configurations in relation to students' concurrent behavior problems and social risks for later adjustment difficulties. Participants are 648 (345 girls, 303 boys) fourth-grade students (65% White, 6.9% African American, 19.5% Hispanic, 4.6% Asian, and 4.0% Other) from the suburbs of a major Midwestern city. Competence and risk configurations are identified using cluster analytic procedures with teacher ratings of interpersonal competence. Four distinct risk configurations are identified: Multi-Risk, Tough, Unengaged (boys); and Low-Academic (girls). These configurations are differentially related to the subscales and total problem scores on the Teacher Report Form and to social adjustment variables that have been shown to be linked to poor outcomes in adolescence. Implications for intervention development and future research needs are discussed. (Contains 8 tables.)