The results of this study build on previous research findings demonstrating relational significance of peer influences to academic performance during adolescence. Whereas family, teachers, and peers play a significant role in a student’s academic career, extant literature about the relational dynamics between peers and academic achievement remains scarce. This study evaluated the constructs of social support and negative interchanges in relation to academic performance. Additionally, students’ gender, race, and perception of a friend’s level of school interest were measured. The sample consisted of 321 participants in the 6th, 7th, and 8th grade from three public middle schools in the Midwest. Results supported the hypothesis that adolescents’ relationships with peers influence academic performance.