Children and youth rely on language skills to navigate environments, many of which are multifaceted and complex. In a society in which successful interactions involve language and prosocial behavior, children who struggle with language or classroom behavior are predisposed to failure. The present perspectives article (a) summarizes the comorbidity of and relations between language skills and behavior problems, (b) provides examples of recent descriptive and experimental studies on these relations, (c) overviews current theoretical frameworks for situating empirical research in this area, and (d) recommends directions for future research.