The goal of this study was to examine longitudinal associations among unsociability and indices of socio-emotional functioning in a sample of young Chinese children. Participants were N = 360 children (M[subscript age] = 4.72 years, SD = 0.67) recruited from kindergarten classes in an urban area of China. Assessments of unsociability and adjustment were obtained at 2 time points (separated by 1 year) using multiple source assessments (maternal reports, child interviews, teacher ratings). Among the results, unsociability was concurrently (but not longitudinally) associated with teacher-rated anxiety-withdrawal at school. Some evidence of gender differences was also evident, with Time 1 peer preference more strongly associated with lower unsociability at Time 2 among girls than among boys. Results are discussed in terms of the meaning and implications of unsociability among young children in China.