<p>The present article examines the relationship between various externalizing and internalizing behavioral problems and social acceptance in 34&#xa0;third and fourth primary school classes (<i>n</i> = 666). The study employs multilevel analyses to ascertain the role of behavioral problems as predictors, taking into account cross-nesting at both the level of the assessed pupils and the level of the assessing pupils, as well as their statistical interactions. The findings indicate that social withdrawal and oppositional-defiant behavior of the assessed pupils, in particular, is negatively associated with their social acceptance, followed by academic productivity problems. Furthermore, social withdrawal and oppositional-defiant behavior of the assessing students is negatively correlated with their assessment of peers. In contrast, students with anxious-depressive behavior tend to socially accept their peers slightly higher. The statistical interactions of behavioral problems among the assessed and assessing students indicate that the negative correlations between social withdrawal and social acceptance of the assessed students are weaker when the assessing students themselves display social withdrawal. This interaction also occurs with oppositional-defiant behavior, as well as academic productivity problems. In addition, students with social withdrawal are particularly critical of the social acceptance of students with oppositional-defiant behavior and vice versa.</p>