Objective: This study examined conflict behavior in naturalistic preschool settings to better understand the role of non-affiliative behavior and language in conflict management. Method: Free-play at preschool was filmed among 20 boys with typically developing language (TL) and among 11 boys with Language Impairment (LI); the boys 4-7 years old. Conflict behavior was coded and analyzed with a validated system. "Post-conflict" non-affiliative behavior (aggression and withdrawal) displays, and the links between the displays and reconciliation (i.e., former opponents exchange friendly behavioral shortly after conflict termination) was examined. Results: Group comparisons revealed boys with LI displayed aggression in a smaller share of conflicts, but exhibited "active withdrawal" (left the room), in a larger conflict share. Boys with TL overcame "aggression" (more common TL behavior) and after reconciled, to a greater extent than the boys with LI after "active withdrawal" (more common LI behavior). Also, after "reciprocal" or "only verbal aggression", boys with LI reconciled to a lesser extent than boys with TL. Conclusions: The boys with LI demonstrated difficulties confronting conflict management, as well as concluding emotionally heightened and aggressive behavioral turns.