The goal of the present study was to examine preschool teachers’ attitudes, beliefs, and emotional reac-tions in response to vignettes depicting a range of children’s peer group behaviors. Participants wereN = 405 female preschool teachers, aged 20–65 years (M = 41.54, SD = 10.50), recruited from childcarecenters and preschools located primarily in Ontario, Canada. Participants read a series of short scenar-ios depicting hypothetical children engaging in a range of peer-group behaviors at preschool, including:(1) physical aggression; (2) relational aggression; (3) shyness; (4) unsociability; (5) rough-and-tumbleplay; and (6) exuberance. Following each vignette, teachers responded to a series of items assessingtheir attitudes (e.g., intent to intervene, tolerance), beliefs (e.g., implications for children’s social andacademic functioning), and emotional reactions (e.g., anger, worry) toward each child behavior. Resultsindicated that preschool teachers expressed more negative views in response to child aggression as com-pared to social withdrawal. Exuberance and rough-and-tumble play elicited comparatively positive, butalso somewhat mixed responses. However, clear differences were also evidenced among sub-types ofboth aggression and social withdrawal. Findings are discussed in terms of the implications of teachers’distinctions among different types of young children’s peer-group behaviors at preschool.