Universal screening for behavioral and emotional risk is an important part of implementing multi-tiered behavioral supports in schools. The current study adds to our understanding of universal screening by examining teacher and student reports of behavioral and emotional risk. Participants included 73 fourth-grade students and 4 teachers in an urban school in the Midwestern United States. Correlations between the two informants ranged from moderate to large for the overall T-score, internalizing problems, and externalizing/self-regulation problems, but were not significant for personal adjustment/adaptive skills. Furthermore, the Behavioral and Emotional Screening System (BESS) Teacher Form (TF) showed concurrent and predictive validity with academic scores, whereas the BESS Student Form (SF) showed concurrent and predictive validity with measures of school climate. Results of this study indicate that teachers and students may provide unique information regarding student functioning.