Currently teachers play an increasingly important role as informants in the context of psychological diagnostic processes. It is still uncertain how far rater agreement between students and their teachers as well as agreement between different self-report scales can be affected by specific characteristics of the students as age and gender. In a sample of N = 189 students (mean age = 13,69; SD = 2,26; age span: 9 to 18 years), it was tested if these characteristics have impact on the amount of agreement between teachers' and students' ratings concerning social and learning behavior in a regression model. Secondary it was tested if the agreement between different self-report scales regarding social and learning behavior as well as prosocial behavior and psychological stress is effected by the student's age and gender. It appears that rater agreements between girls and their teachers are larger than between boys and their teachers. Possible explanations for these results are discussed.