The purpose of the present study is to investigate the correlation between self-esteem, socio-emotional adaptation of pre-schoolers and their relational problem-solving skills. The sample of the study was composed of 228 pre-schoolers (60-65 months) and their teachers in state and private preschool classes in the province of Konya. In this study, the researchers used Purdue Self Concept Scale for Preschool Children to identify their self-esteem and Marmara Socio-Emotional Adaptation Scale to identify their socio-emotional adaptation and Relational Problem-Solving Teachers' Form to identify problem solving style. According to the findings of the study, self-esteem is a significant predictor of assertive, reserved and sociable problem-solving styles. However, it is not a predictor of passive assertive problem-solving style. Moreover, appropriately responding to a social situation as a sub-dimension of socio-emotional adaptation is a predictor of only passive-assertive, reserved-submissive and positive problem-solving approaches. Giving appropriate responses to social situations is a significant predictor of assertive, passive assertive and positive problem-solving approaches. Interaction with peers is a significant predictor of assertive and reserved-submissive problem-solving approaches, while approaching the social environment positively is not a predictor of any of the relational problem-solving styles