Individual differences in temperament and personality influence children's development of self-regulation, social relationships, and adaptation within varied contexts. For young children with disabilities and/or family poverty, early school experiences provide both significant challenges and opportunities. In this study, teachers rated the temperament-related and personality-related behaviors and school adjustment of 176 children with special needs, ages 3-9 years. Overall, temperament dimensions of Negative Emotionality, Task Persistence, Inhibition, and Activity explained 58% of the variance in children's school adjustment ratings. The broader personality dimensions of Extraversion, Manageability, and Openness/Conscientiousness accounted for 71% of school adjustment ratings. These findings support the inclusion of individual difference assessments in intervention planning by interdisciplinary teams to enhance the 'goodness-of-fit' for young children at risk for school adjustment problems. Early intervention that focuses on differentiated supports and accommodations specific to each child's characteristics can enhance children's adjustment and self-regulation and provide the foundation for later school success.