Research suggests that as children reach adolescence teasing is a common experience with negative consequences, usually focused on the physical appearance of peers. This study aimed to identify variables that may place children at risk for negatively interpreting and being more adversely impacted by teasing incidents. Students from two middle schools were randomly assigned to view videotaped vignettes of appearance-related teasing, competency teasing, or a no teasing control video. Students completed questionnaires to assess their effective and cognitive reactions, as well as their subjective evaluation of the teasing incidents. Results indicated that females perceived and reacted to both types of teasing more negatively than males. Females recalled appearance-related teasing phrases more readily than competency teasing phrases from the videotaped teasing, suggesting that females may process appearance-related teasing at a deeper level than competency teasing. The findings indicate that cognitive theory may serve as an important foundation for studying adolescents' interpretation of teasing.