This study assesses the effects of attachment to paternal grandparents on Chinese adolescent adjustment in the domains of school bonding, peer associations, and self-views, and whether such effects may differ for adolescent boys and girls. Drawing on survey responses of 2,117 middle school students from Fuzhou City, China, regression analyses yield results quite consistent with the hypotheses. Chinese adolescents who indicate that they are close to their paternal grandparents tend to report higher levels of bonding to school, association with achievement-oriented peers, and more positive self-evaluation, and these effects are independent of adolescent closeness with their parents and other putative common correlates. Furthermore, attachment to paternal grandparents exerts stronger effects on adolescent boys than girls, especially in the domains of school bonding and peer associations. These results are discussed in light of attachment theory, grandparent support in Chinese setting, and policy implications.