This paper examines the social-emotional functioning of peer-accepted children with learning disabilities (LD) within the theoretical framework of the Vaughn and Hogan model of social competence. Holding peer acceptance constant within the model (i.e. only peer accepted children participated in the study), teacher and self-reported characteristics of socially accepted boys and girls with LD and normal achievement (NA) were evaluated and compared. The purpose of the study was to explore the characteristic features of socially accepted children with and without LD along the three domains of social skills, behavioral conduct, and nonacademic self-concept. Results suggest that having an LD predisposes boys to less favorable teacher ratings in social skills and problem behaviors than same-age peers. Despite these teacher-perceived differences, participants did not differ in self-perceptions of nonacademic competence. Links results to the Vaughn and Hogan social competency model. Implications for practice are discussed. (MKA)