A growing body of research suggests that peer-related communication skills and experiences may facilitate academic achievement, especially in the college environment. However, there is substantial eoidence that men and women differ in peer-related interaction skills and patterns, suggesting that there may be gender di#erences in the relationship between academic performance and interaction with peers. Thus far, only OM study has systwatically examined this gender difference: that of Nezlek, Wheeler, and Reis. In their 1990 work, they rpported h t a that they interpreted as supporting the existence ofgender differences in the relationship between the scholastic performance of college students and aspects of their social interactions. The current articlepresents a reanalysis of their data, showing that there are no gender d f l i n c e s in the relationship between academic achievement and social participation. This article also reports a study assessing gender di3erences in relationships between academic perjbrnrance and loneliness, communication skills, and social acceptance. Participants (208 college students) completed the revised UCLA loneliness scale, tasks assessingjive communication skills, and sociometric measures providing multiple indices of social acceptance. Cumulative grade point averages (GPAs) were obtainadfrom the university registrar. Although several sign$-cant associations were detected between GPA and the loneliness and communication skill measures, no gender diflerences in the associations werefound. The results are discussed in terms of relationships between the orientations that students exhibit toward peers and their studies. growing body of research documents connections between certain oral communication competencies and academic A success. For example, two recent studies (Rubin & Graham, Brant R.