This study examined associations among children's agentic (social influence, status, power) and communal (relationship, affiliation) goals for peer interaction, cognitive and affective responses to hypothetical peer conflict, and teacher-reported achievement and behavior at school ("N" = 367; "M" age = 9.9 years). Agentic goals were positively associated with children's anger and aggressive strategies in peer conflicts, as well as low academic achievement. Communal goals were positively associated with prosocial strategies, sadness, and embarrassment in conflicts, as well as high achievement and fewer teacher reported behavioral difficulties at school. In line with other recent research, the findings underline the importance of considering children's motives for peer interaction when examining their social and academic adjustment at school. (Contains 1 figure, 4 footnotes, and 1 table.)