A peer-nomination assessment of 5 domains of children's competencies (scholastic competence, social acceptance, athletic competence, physical attractiveness, and behavioral conduct) was administered to 1,249 elementary school students. Factor analysis revealed 2 positive factors and 2 negative factors. The negative factors differed notably in content from girls to boys. Evidence of convergent validity was derived from the regression of these factors onto teachers' ratings and children's self-reports. Evidence of construct validity emerged from regressions between these factors and self-reported depression, hopelessness, loneliness, and misbehavior. Results revealed the structure of peers' perceptions of children's competence and justified the use of the Peer Nomination of Multiple Competencies to complement self-report, teacher rating, standardized test, and behavioral observation measures of children's competence.