This study examined different aspects of children's psychological adjustment within 8 traditional kindergarten classrooms in relation to both characteristics of temperament and communicative abilities. The sample consisted of 122 boys and 95 girls ( N = 217, M age = 70 mo.) from middle-class Caucasian families residing in the Upper Midwest. Communicative competence and the temperament dimensions of approach/withdrawal, mood and general activity level were significantly predictive of various manifestations of adjustment/maladjustment during the early phases of kindergarten, including peer relations, dependency, hostility, and productivity. In addition, the sex and age of the children were predictive of their dependency, productivity, and withdrawal as evaluated by teachers within the school environment.