This study examined the relationship between children's experiences of domestic violence and their adjustment at school. Sixty-three children (28 girls), in Israel, their classmates and teachers took part in the study. Children were divided into four groups: (1) those who were victims of physical abuse; (2) those who witnessed abuse; (3) those who were both witnesses and victims of abuse; (4) a comparison group. Questionnaires completed by classmates and teachers were used to evaluate children's behavior in the peer group and the classroom. Although it was expected that there would be a significant difference between the maltreated and the control groups, and among the maltreated groups, results indicated no consistent differences among the four groups of abused and nonabused children. Teachers saw the abused witness group as having the fewest behavior problems, and children in the child abuse group as having the most behavior problems. Peers rated the children in the abuse group as possessing the greatest number of leadership qualities, while they viewed children in the abuse witness group as having the fewest leadership qualities. On the whole, peers perceived few behavior differences among the groups. Five tables provide statistical findings. (BC)