Purpose: Language is an important skill required for children to succeed in school. Higher language skills are associated with school readiness in young children and general mathematics performance. However, many students with mathematics difficulty (MD) may be more likely to present difficulties with language skills than their peers. The purpose of this report was to compare the language performance of children with and without MD. Method: We compared child vocabulary, morphology, and syntax between first- and second-grade children (N = 247) classified as with or without MD, controlling for child working memory. Results: Children with MD (n = 119) significantly underperformed compared with their peers (n = 155) on all language measures. The largest difference between children with and without MD was in syntax. Conclusions: Children with MD present poorer language skills than their peers, which aligns with previous research linking the importance of syntax with mathematics learning. More research is needed to better understand the complex links between language skills and mathematical development.