Limited literature assessed the relation between family engagement in education and young children's socioemotional and behavioral functioning. This study investigated these associations longitudinally among urban and low-income, predominantly Latinx preschoolers (n = 69) and their mothers. Initial home-school conferencing predicted lower levels of child socioemotional and behavioral difficulties about 8 months later ([beta] = -0.20, p < 0.05). Additionally, initial child socioemotional and behavioral difficulties predicted higher levels of later home-based involvement ([beta] = 0.23, p < 0.05). Results highlighted bidirectional associations between these constructs and suggested potential avenues to enhance family engagement in education and reduce child socioemotional and behavioral problems.