Little is known about the self-perceptions of children moving from language units to mainstream school. This longitudinal exploratory study examined the effects of transition on perceptions of competence and acceptance in one group of children with speech and language impairment. Seven children and their teachers completed the Pictorial Scale of Perceived Competence and Acceptance three times during a school year. Most child scores were lower at the end of the school year than at the beginning. Teacher scores were lower than child scores throughout the year. Two low-scoring children were failing academically and socially, and two children were considered globally impaired by teachers. Using a pictorial scale format, children in younger age groups can accurately judge their social and academic competence. The experience of moving from language units to mainstream school appears to have a negative effect on child scores for competence and acceptance. (Contains 5 tables.)