Developmental research suggests that peer rejection has negative spillover effects which strain parent-child relationships and parent attitudes toward the child's school. This study tested whether a school-based social skill training program could reverse these effects and improve parent-child closeness and parent attitudes toward the school. Participants included 217 children who were rejected by peers (57% White, 17% Black, 20% Latinx, 5% multiracial; 68% male; M[subscript age] = 8.1 years old) identified with sociometric social preference scores and randomized to intervention or control groups. Parents rated parent-child closeness and parent attitudes toward school at the start and end of the intervention year. Multilevel path analyses indicated that intervention improved parent-child closeness and, for children in the older grade levels only, enhanced parent attitudes toward the school. Additional analyses revealed that intervention effects on parent-child closeness were direct whereas effects on attitudes toward school were mediated by intervention-related increases in teacher support and peer liking. Implications for intervention design and future research are discussed.