An individual's social competencies and interpersonal relationships have been repeatedly linked to a number of behaviors not typically directly associated with social skills including depression (Hokanson&Rupert, 1991) and aggressive behavior (McColloch&Gilbert, 1991). In addition to these more social behaviors, social skills have also been shown to be predictive of both risk and protective factors related to academic functioning (Newcomb, Bukowski,&Pattee, 1993; Parker&Asher, 1987). The current study aims to add to the literature by examining the relationship between teacher, parent, and self-ratings of specific classes of social skill behaviors and teacher ratings of externalizing behavior and academic competence in the classroom as rated on the Social Skills Improvement System-Rating- Scales (Gresham&Elliott, 2008a). Results suggest that teacher, parent, and student ratings of Social Skills related to Responsibility, Communication, and Cooperation, can be used to create a model with reasonable fit that adequately predicts academic achievement as rated by Teachers on the SSRS-IS when taking teacher ratings of externalizing problem behaviors into account. This adds to the literature by suggesting a starting place for targeted social skills interventions for students with academic difficulties. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]