This topical issue consists of a collection of five empirical articles that use different methods and models to examine the dynamic interrelation between language skills and behavior problems within early childhood classrooms. The linkage between language and behavior problems among young children from families living in poverty has elicited considerable attention in the past two decades. The special issue brings attention to the importance of understanding children’s behavior and language skills within the context of their classroom supports and within the context of their own developmental capacities. (author abstract)