We examined the relations of verbal ability and self-regulation in preschool to emotionknowledge in first grade, and concurrent relations between emotion knowledge and indexes ofsocial functioning in 143 children from low-income families. After controlling for children'sverbal ability in preschool, teacher reports of attentional control and caregiver reports ofbehavioral control in preschool predicted children's emotion expression knowledge andemotion situation knowledge 2 years later. After controlling for verbal ability and attentional andbehavioral control, children's emotion knowledge predicted concurrent teacher-reportedsocial problems and social withdrawal. Results suggest that low levels of emotion knowledgeco-occur with many important aspects of children's early social adaptation.