This study examined the development of the cognition of social status in the early elementary years. Measures of perceived social status and sociometric awareness were derived from a sociometric interview that asked children to identify their own “best friends” and the friendship choices of their peers. The accuracy of status concepts was determined by comparing perceptions of status with conventional status measures (sociometric nomination and social acceptance). Perceptions of peers' status were fairly accurate by first grade and remained stable through third grade. In contrast, accurate self-perceptions of status were delayed until third grade. Children who were more accurate in identifying the friends of their friends were more popular than their less sociometrically aware peers in first through third grade. Sociometric awareness of nonfriends was unrelated to social status at all grade levels.