This study examined the differences between preschool students from Spanish speaking homes and preschool students from English speaking homes in the areas of classroom conduct, social skills, and teacher-child relationship quality, as rated by their teachers. Data were taken from the Early Head Start Research and Evaluation Project (EHSRE), a longitudinal study beginning in 1996. Participants in the current study included 1,034 parents, 1,034 children, and 743 teachers. Significant results revealed that students from Spanish speaking homes were rated more positively in the areas of classroom conduct and teacher-child relationship quality than students from English speaking homes. Analyses of sex differences yielded significant results, indicating that females were rated more positively than males in the areas of classroom conduct, social skills, and teacher-child relationship quality. Finally, classroom quality and receptive language scores accounted for some of the variance in the home language groups on the measures of classroom conduct and teacher-child relationship quality. The need for future research and implications for the social development of English learners are discussed. (author abstract)