Praise may have different effects on child self-esteem, depending on its informational and evaluative value. In this multiphase, multimethod investigation, we assessed the interplaying role of two outcome-oriented praises that differed in their informational and evaluative value (i.e., descriptive and non-specific praise) on indicators of child self-esteem. In phase 177 mothers reported on their usage of descriptive and non-specific praise, while their child (M = 10.09 years old) reported on their level of self-esteem. In phase 2, a subsample of 43 children completed an experimental art task during which an experimenter offered either descriptive or non-specific praise. Children then rated their competence at that task. Results from phase 1 showed that mother usage of descriptive and non-specific praise interacted to predict child self-esteem. Specifically, the relation between descriptive praise and child self-esteem was positive (vs. non-significant) when mothers used moderate to high (vs. low) amounts of non-specific praise. Furthermore, the relation between non-specific praise and child self-esteem was negative (vs. non-significant) when mothers used low (vs. moderate to high) levels of descriptive praise. Results from phase 2 showed that differences between descriptive and non-specific praise conditions emerged on child perceived competence for children reporting lower (but not higher) global self-esteem. Specifically, children with lower global self-esteem rated themselves as more competent when given descriptive (rather than non-specific) praise. Results underlie the relevance of including descriptive elements when offering outcome-oriented praise to children. They also advance the field by identifying different ways to offer outcome-oriented praise.