The hypothesis was tested that humor facilitates social attraction. Students in three fourth-grade classrooms responded to two different peer rating surveys, one measuring interpersonal perceptions of humorousness and the other measuring classroom social distance. Differences between same- and cross-gender ratings were examined. Statistical interactions between the genders of the raters and of the children whom they rated were examined using a complex within and between subjects ANOVA design. Among both genders, children who were rated as more humorous were consistently perceived as more socially attractive. The findings confirm earlier research which indicates that children of the same gender rate each other as more socially acceptable and as more humorous than do children of the opposite gender. A model fitting procedure was used to statistically confirm an a priori model in which social distance was predicted to be a function of interpersonal perceptions of humor and the genders of both the raters and the children whom they rated. Results are explained in terms of social facilitation theory. Implications for positively influencing classroom sociometric structures are discussed. The document offers tables, figures, and 23 references. (RH)