AbstractDifferences in perception between college student aides' and teachers' judgments of a child's problems, and how well they know and like the child, were investigated. The AML and CARS scales were used by both teachers and aides to evaluate three‐ and four‐year‐old children referred to a preschool mental health project. Statistically significant differences were found between teachers' and aides' perceptions, with the aides being generally more positive in their assessments of the children. To the extent that a positive perception of a child may be more conducive to a positive intervention effect, use of college student aides appears to increase the potential for positive change in a