Abstract This study evaluated the association between family relations and changes in children's popularity during the school year when controlling for the influence of important third variables. Participants were 24 third-grade children and their parents. Sociometric nominations were used to measure popularity, and multiple self-report and observational measures were used to assess family relations. Hierarchical regression analyses indicated that perceptions of positive family relations and observed paternal receptivity to children's proposed solutions on a teaching task were linked with favorable changes in peer acceptance even when the effects of the children's social competence and academic competence were statistically controlled. These findings support the view that positive family relations facilitates the development of children's peer relations.