Background: A majority of research findings have focused on recess as instrumental to achieving minutes of physical activity rather than focusing on the psycho-social benefits associated with a high-quality recess environment. The purpose of the current study was to examine the relationship between recess quality and teacher-reported social, emotional, and behavioral outcomes in children. Methods: Data were collected from 26 schools in 4 different regions of the United States. Teachers (N = 113) completed behavioral assessments for randomly selected children in their classrooms (N = 352). Data assessors conducted live observations of recess using the Great Recess Framework-Observational Tool. A series of 2-level regression models were fit in Mplus v. 8.2 to assess how recess quality was associated with indicators of children's social, emotional, and behavioral health. Results: Recess quality significantly predicted executive functioning problems (b = -0.360, p = 0.021), resilience (b = 0.369, p = 0.016), emotional self-control (b = -0.367, p = 0.016), and a composite of adaptive classroom behaviors (b = 0.321, p = 0.030). Conclusion: Results of the present study demonstrate that recess quality impacts child developmental outcomes. Schools should ensure there is adequate training and resources to facilitate a positive and meaningful recess for students.