Early identification of children who display elevated rates of interpersonal and behavioral problems is vital for the initiation of early intervention services. Teaching students social-emotional skills is an important goal of preschool programs, including Head Start programs, across the United States. In order to better understand the rates of interpersonal and behavioral delays demonstrated by preschool students participating in an urban Head Start program, as well as any demographic-based risk factors that may predict these problems, 1,399 (86% Black/African American) students were administered the Preschool and Kindergarten Behaviors Scales - 2nd edition (PKBS-2). Results indicate that gender is significantly associated with both social and behavioral challenges. Specifically, in comparison to girls, boys tend to be less socially adept and more likely to display troublesome behaviors. Suggestions for future research, such as longitudinal studies, are included. (author abstract)