This short-term longitudinal study explored whether profiles of preschool children’s engagement in the classroom (winter) mediated the association between teacher- child relationships (fall) and children’s language skills (spring). The analytic sample included 708 children. Children’s engagement was measured using a direct observational measure called the inCLASS. A latent profile analysis revealed six profiles of children’s engagement: (1) highly engaged with tasks and peers; (2) engaged; (3) low engagement; (4) mild conflict; (5) high conflict, but positive engagement with teachers; and (6) extreme conflict. (author abstract)