A large body of literature demonstrates that children who experience unstable housing and homelessness are at risk for developmental delays and social--emotional challenges. However, there is also evidence of variability in the functioning of these children. Our primary aims were to identify unique profiles among preschool-aged children who were unstably housed and determine whether family-level and classroom-level factors predicted children's profiles. Participants, drawn from the national Head Start CARES study, were 314 4-year-old children in one of 107 Head Start centers. Teachers' reports of children's behavior and social skills were entered into a latent profile analysis that revealed a four-profile structure with four subgroups of unstably housed children that were distinct in their functioning. Potential predictors of profiles included parent self-reports of their own psychological distress and education, teacher reports of the quality of relationships with the children, and observed teacher emotional support of students. Multinomial regression analyses revealed that the quality of the student--teacher relationship was a significant predictor of children's profile membership. We provide practice and policy implications, study limitations, and suggestions for future investigations.