Self-regulation is increasingly considered as an important factor for child development. The present, nine-year, longitudinal study (N = 782) examines two components of self-regulation as predictors of later disciplinary status, anti-social involvement, and experiences with victimization. The teacher rating of self-regulation was identified as a salient predictor of later disciplinary status, anti-social involvement, and victimization experiences, whereas the behavioral indicator of self-regulation, was not. Implications of these findings for educational psychology, strengths and potential future directions of this study are discussed.