The association between teachers' identification of children who use threats and children's self-identification as threateners was explored. The role of age, gender, and various student characteristics in influencing teachers' identification of threateners was examined. Participants were 3,201 children in Grades 3 through 6. Results indicated significant but low associations between teacher and child self-reports of threatening behavior. Although there was agreement among the majority (67%) of students, teacher and self-reports diverged for a significant number of students (33%), thereby revealing the unique perspectives each brings to the task of documenting verbal threats. Concordance rates between teacher identification and children self-reports of threatening behavior were lower for students with higher levels of aggression and peer rejection. Implications for schools are discussed.