This article describes a methodology that is uniquely suited to study peer interactions, particularly those of aggressive children. To date, researchers have used laboratory and naturalistic observations to investigate children's aggressive interactions. To overcome difficulties such as the constraints of laboratory situations and reactivity to proximal observations, video cameras and wireless microphones were used in a study of the peer relations of aggressive and nonaggressive children. Details about the equipment and procedures are provided, along with logistical and ethical considerations. Remote audiovisual observations provide a unique opportunity to observe children's interactions that generally occur beyond adults' view. The primary strength of this observational methodology is its external validity. Children being observed are completely mobile on the school playground and are able to choose the activities and partners for their play. The effectiveness of this methodology is illustrated with results from our studies of children on school playgrounds. Researchers have identified peer relations as an important mechanism in the development of adaptive and maladaptive behaviors (e.g., Hartup, 1983; Parker & Asher, 1987). In the case of aggressive children, peer interactions are presumed to exacerbate behavior problems and propel these children along the trajectory to an antisocial lifestyle (Cairns, Cairns, Neckerman, Gest, & Gariepy, 1988; Patterson, DeBaryshe, & Ramsey, 1989). The study of aggressive children's peer relations has taken many forms: self-reports, peer reports, and adult reports; laboratory paradigms; and naturalistic observations. At present, there are gaps and inconsistencies in our understanding of the peer relations of aggressive children because of methodological issues such as the lack of agreement between raters (Loeber, Green, Lahey, & Stouthamer-Loeber, 1989), the constraints of laboratory situations, and the difficulty of naturalistic observations with school-age children (Asher & Hymel, 1981). To overcome some of these methodological difficulties, we used video cameras and remote microphones to observe peer interactions of aggressive and nonaggressive children on the school playground. In this article, we discuss observational methodologies commonly used in the study of children's aggressive behavior, review the strengths and weaknesses of each methodology, describe our alternative observational strategy, and illustrate its effectiveness in addressing the challenge of naturalistic observations of aggressive children on the school playground. Even