Background: Eating patterns such as breakfast consumption and fruit and vegetable intake have been associated with academic achievement and cognitive function. Method: The purpose of this study was to learn more about psychological (emotion-driven eating) and behavioral (over-eating) eating patterns and motives, and the roles of body image, academic achievement (reading and math), and social supports (peer acceptance and school attachment), among 378 fourth-grade students (55% boys) from 14 classrooms across 6 schools within a large Midwestern urban area. Results: Results were analyzed through a 2-group (male and female) path analysis. Boys' overeating (R[superscript 2] = 9%) was not significantly predicted. Their emotional eating (R[superscript 2] = 22.2%) was negatively, significantly predicted by peer acceptance and interaction of peer acceptance and school attachment. Girls' overeating (R[superscript 2] = 13.6%) was negatively, significantly predicted by positive body image. Girls' emotional eating (R[superscript 2] = 24.1%) was negatively significantly predicted by positive body image, math scores, and peer acceptance. Conclusions: Boys' and girls' eating patterns are differentially affected by their school experiences.