The relationship between specific subtypes of speech language impairment (SLI) and concomitant social competence and behavioral adjustment was investigated. Teachers and parents completed behavior ratings of SLI preschoolers enrolled in a language-based intervention program and preschoolers without language impairment, including the Parent-Child Rating Scale (P-CRS), Teacher-Child Rating Scale (T-CRS), and Social Competence and Behavior Evaluation Scale (SCBE). Teacher and parent ratings were analyzed across four SLI subtypes: expressive, receptive, pragmatic, and articulation. Results confirmed that children with greater language impairments had significantly more behavioral problems and poorer social competence than those children with articulation-only disorders and children without any impairments, and these results were observed in both home and school environments. SLI children had particular difficulty with task orientation, assertiveness, peer social skills, and frustration tolerance, and were more likely to be dependent and isolated in the classroom. Implications for assessment and intervention of SLI children were discussed. (Contains 4 tables.)