This study was to examine the process by which maternal parenting attitude, children's problem behavior, and perceived competence contribute to relationship with peer in early school aged children. A total 401 first grade children(200 boys and 201 girls) in 3 elementary schools and their mothers were surveyed. Measurements included Maternal Behavior Research Instrument, K-CBCL, Perceived Competence Scale for Children, and Positive and Negative Nomination. Structural equation modeling using SPSS 12.0 and AMOS 4.0 was performed for data analysis. Results indicated that relationship with peer in early school aged children doesn't linked with maternal parenting attitude directly, but linked indirectly via children's problem behavior and perceived competence. These results imply that the interventions for good peer relationship in early school age need to contain the contents of reducing problem behavior and improve perceived competence.