Two- and 3-year-old children and two teachers were observed in playgroups, with coding for the children’s behaviors and reactions to that behavior by others in the environment. Children who were high and low on each of the six rating factors were examined to see if play style influenced the type of social reaction received. Children who preferred to work at tasks quietly received positive teacher feedback and no change in peer interaction; children who engaged in active motor play received positive peer feedback but negative teacher reactions. Children who were passive received less peer reaction and played alone significantly more than other children. Sex differences in reactions did not appear except when the child was engaged in male and female typical behaviors when examining scores on one factor only. Varying factor combinations resulted in different patterns of responses for boys and girls.