Several theoretical models of child development have posited the spread of conflict withinfamilies; however, few researchers have studied this process in association with relationshipschildren have with teachers and peers at school. The present study examined the direct, additive,and interactive contributions of interparental, parent–child, and sibling conflict in relationto teacher–child and child–peer conflict in a sample of 117 low-income boys fromages 3.5 to 6 years. Overall, the results suggest that while conflict in any one dyadic familyrelationship is only modestly associated with later conflictual relationships at school, risk forconflict in relationships with teachers and peers increases when multiple forms of earlyfamily conflict are experienced. Results are discussed in terms of the development of conflictacross early relationships.